High School Curriculum Handbook

Transcription

1 Fulton County Schools High School Curriculum Handbook Revised August 3, 2017 Page 1

2 Letter from the Assistant Superintendent for Learning and Teaching 3 Planning Ahead College and Career Ready 4 General Curriculum 4 Semester System 4 Grading 5 Grading Scale 6 Recovery 6 Graduation Requirements 7 Testing Programs 11 Response to Intervention (RTI) 14 Special Programs 15 Advanced Placement (AP) 15 Advancement through Individual Determination (AVID) 16 Move on When Ready (MOWR) 16 English for Speakers of Other Languages (ESOL) 16 High School Remedial Education 18 International Baccalaureate (IB) 19 Magnet 20 Non-Traditional High Schools 21 Special Education 21 Talented and Gifted 22 Title I 24 Content Areas 25 Humanities: English/Language Arts/Reading, Social Studies, and World Languages STEM: Science and Math 30 Fine Arts: Art and Music 35 Health and Physical Education 40 Career, Technical and Agricultural Education (CTAE) 48 Leadership Education JROTC 50 Media Services 51 Online Textbooks 53 Online Learning Revised August 3, 2017 Page 2

3 BOARD OF EDUCATION Linda Bryant, President Linda McCain, Vice President Julia C. Bernath Gail Dean Katie Reeves Katha Stuart Dr. Jeff Rose, Superintendent Dear Stakeholders: In this rapidly changing age we are preparing students for the challenges and opportunities that are certain to come. This preparation must focus on preparing students to live in a dynamic and highly technological society. If students are to succeed, they must be creative, articulate, literate, logical, and critical thinkers. We believe curriculum must be designed to educate students to be responsible, productive citizens who will be able to adapt to an ever-changing, global society through continuous learning. Our efforts toward meeting this challenge are described in this handbook. The handbook is provided as a resource guide and description of the system s educational program for kindergarten through grade five. It identifies performance standards, content objectives, assessment procedures, and promotional policies. It further describes special programs implemented to ensure that the needs of all students are met. It is our hope that this guide will be useful to all who value the children in our care: parents, teachers, administrators, and community. Sincerely, Amy Barger Assistant Superintendent for Learning and Teaching Revised August 3, 2017 Page 3

4 Planning Ahead - College and Career Ready The global economy and the skills needed for the 21 st century require a rigorous and well-rounded K-12 education. The old method of separating students into college bound and work bound is no longer sufficient in the world of education. Students need to know more and be better equipped to apply that knowledge in order to tackle increasingly complex issues and problems. Fulton schools are addressing this need through the increase of rigor and critical thinking skills for all students. Curriculum in Fulton County Schools Curriculum is defined as a plan for learning. It encompasses all the learning experiences a student encounters under the guidance of the school. The curriculum in Fulton County Schools focuses on the development and application of skills and knowledge as identified by the state of Georgia, national curriculum standards, and local system objectives. Interactive learning and hands-on-experience are central to the Board of Education s vision for the effective delivery of instruction and increased emphasis on higher academic achievement for all children. Semester System Fulton County high schools operate on a semester system. Two semesters make up the regular academic year. At the end of the semester, students receive a final grade and credit for each course successfully completed. Most courses carry one-half unit credit per semester and the normal load is six courses. Some courses are two-period blocks and receive one unit credit per semester. Some disciplines such as science, language arts and mathematics usually cover an entire year but are divided into year-long sequence or semester sequence. Students who take biology, for example, earn one half unit per semester. Some courses, however, are individually designed and may or may not be part of a year-long sequence. Two alternatives to the year-long approach are the Block Schedule and Modified Block Schedule. On a Block Schedule, students take four 90-minute courses for 18 weeks, earning one unit for each course or a combination of courses. After completing the first term of 18 weeks, students begin a second term and take four additional courses. Under this schedule, students can earn up to eight units each year. Students earn a final grade and credit for each course taken at the end of each nine-week session. Currently, Tri- Cities High School is the only high school utilizing a block schedule. A Modified Block Schedule may be any combination of traditional course periods and Block Schedule class periods. The credits earned on alternative schedules may exceed the 23 units indicated in this handbook. Transitioning between block and traditional schedule schools may affect the credits a student can earn in that year, so careful investigation should be made before making such a move. Placement Procedure Recommendations concerning instructional placement and progress of students are the responsibility of the local teacher and other professional staff directly involved with the students. The final decision concerning placement, however, rests with the principal. Promotion and retention at the high school level follow the guidelines listed below: Revised August 3, 2017 Page 4

5 Students in high school progress toward graduation on a course-by-course basis. Students take courses based upon academic performance, academic needs, graduation requirements and previous credits earned. A student entering high school in Fulton County is assigned a graduation year. The graduation requirements in effect at the time of entrance apply for the student's entire high school career. Students stay with their entering class for all school activities, including those related to courses, for their freshman year only. The number of credits earned by the student determines assignments beyond the freshman year. A student remains a freshman until such time that he/she earns five credits to be a sophomore, 11 credits to be a junior, and 17 credits to be a senior. Students who do not complete high school within the traditional four years attend a conference including the student, parent(s)/guardian(s) and appropriate school staff, and are assigned to the open campus education program if this placement is deemed to be in the best interest of the student. At the end of the junior year, each high school provides notification by registered U.S. mail to the parent(s)/guardian(s) of any student who may not graduate the following year. Additional written notification is required at the end of the first semester of the student s senior year. Copies of the notification are kept in the counselor s office and sent to the student and parent(s)/guardian(s). Personalized Learning Fulton County Schools is committed to using personalized instructional strategies to meet the individual needs, skills, and interests of all students. The district is currently laying the foundation to provide personalized learning experiences to all students, where FCS: Provides flexible pacing and varied strategies that consider the interests of the students. Offers increased opportunities for student choice and active participation in the learning process. Ensures that content and assessments are integrated in a manner that facilitates mastery of FCS curriculum standards and career and college readiness standards. Diversifies instructional delivery methods through technology and flexibility. Efficiently leverages the Fulton charter system in fostering school autonomy to provide school communities with tools and support. Grading Teachers conduct ongoing evaluations of learning and use a variety of methods in assessing progress, both formal and informal. Methods chosen must accurately measure the level of attainment of standards and the learning objectives in the curriculum. Fulton County Schools operate on a semester system with two semesters making up the regular academic year. Teachers frequently report student progress using a variety of informal methods such as class progress reports and phone calls. Student progress is reported formally using Interim Reports and Report Revised August 3, 2017 Page 5

6 Cards. Interim reports provide a snap-shot in time at six and twelve weeks. Report cards are issued after the completion of 18 weeks, and report final grades and credits earned. Conferences are scheduled as needed to discuss progress with parents. Teachers also regularly communicate with parents, using such means as telephone calls, written notes, s, and/or examples of student work. The school must contact parents/guardians if a student is performing at U or F level or is experiencing a significant decline in achievement. This contact must be made early enough for a student to have a reasonable amount of time to improve the grade before the next grading period. No grade (NG) is required on a report card if the student has been enrolled fewer than 20 schools days in the grading period and if there have been no grades received from the previous school for that time period. Grading Scale As mandated by the state, students earn numeric grades. Passing grades are 70 and above. A cumulative numeric average will be computed at the end of every semester. For scholarship and college entrance requirements the scale shown below appears at the bottom of each student s transcript. Students enrolled in Advanced Placement, Honors, International Baccalaureate and joint enrollment/postsecondary options courses receive an additional seven points to be added to a passing final grade. Parents and students should note that the HOPE state scholarship program recalculates grade point averages (GPA) using a different weighting system. For more information about GPA calculation for HOPE, please visit Listed in the chart below are the academic symbols used for the Report Card and the Interim Progress Reports. Grades 9-12 Grades 9 12 Report Card A (90 and above) B (80 89) C (70 79) F (below 70) NG (no grade).5 credit for each semester of course passed Interim Progress Report A (90 and above) B (80 89) C (70 79) F (below 70) NG (no grade) No credit awarded Recovery Opportunities designed to allow students to recover from a low or failing cumulative grade will be allowed when all work required to date has been completed and the student has demonstrated a legitimate effort to meet all course requirements including attendance. Students should contact the teacher concerning recovery opportunities. Teachers are expected to establish a reasonable time period for recovery work to be completed during the semester. All recovery work must be directly related to course objectives and must be completed ten school days prior to the end of the semester. Teachers will determine when and how students with extenuating circumstances may improve their grades. Revised August 3, 2017 Page 6

7 Graduation Requirements The Georgia Board of Education establishes graduation requirements for all students in public schools. The Fulton County School System bases its requirements on the state requirements. Local school systems must meet all state requirements; however, they may go beyond those requirements. Credit for High School Courses Taken in Middle School Students who take high school English/Language arts, science, math, and/or two years of the same world language in middle school may receive unit credit toward their high school requirements. It takes two years of the same world language in middle school to equate to one unit of high school world language. Eligibility for Graduation A student shall become eligible for graduation upon meeting the following criteria: 23 units of appropriate credit have been completed State assessment requirements have been met Attendance requirements have been met Graduation Requirements Fulton County School Board Policy details the graduation requirements based on the year that the students enters ninth grade. Here is a link to board policy: Below is an easy reference chart for your use in determining your student s graduation requirements. Course Requirement Chart The following units are required under the new graduation rule for students entering ninth grade in fall of 2016 and beyond: AREAS OF STUDY Semester 1 Semester 2 Units Required LANGUAGE ARTS (Required Courses and/or Core Courses) 9 th Grade Literature/Composition (1.0) Required American Literature/Composition OR AP Lang/American Lit (1.0) Required Two Additional Credits: 10 th Grade Literature/Composition (1.0) 4 World Literature /Composition (.5 OR 1.0) British Literature/Composition (.5) Multicultural Literature (.5) AP Literature/Composition (1.0) College English (1.0) Revised August 3, 2017 Page 7

8 MATHEMATICS Algebra I (1.0) OR Coordinate Algebra (1.0) OR Accelerated Algebra I/Geometry A Honors (1.0) OR Accelerated Coordinate Algebra Honors (1.0) Required Geometry (1.0) OR Analytic Geometry (1.0) OR Accelerated Geometry B/Algebra II Honors (1.0) OR Accelerated Analytic Geometry Honors (1.0) Required Algebra II (1.0) OR CCGPS Advanced Algebra (1.0) OR CCGPS Accelerated Pre-Calculus Honors (1.0) Required 4 One Additional Credit: Pre-Calculus (1.0) Mathematics of Finance (1.0) Advanced Mathematical Decision Making (1.0) AP Calculus AB/BC (1.0) AP Statistics (1.0) College Math (1.0) SCIENCE (The 4 th science unit may be used to meet both the science and elective requirement.) Biology OR AP Biology (1.0) Physical Science OR Physics OR AP Physics (1.0) Chemistry OR AP Chemistry OR Earth Systems OR 4 Environmental Science (1.0) State Approved Fourth Science Option (1.0) (Click HERE to access approved list) SOCIAL STUDIES World History (1.0) American History (1.0) 3 Economics (.5) American Government (.5) HEALTH & PHYSICAL EDUCATION Health (.5) Personal Fitness (.5) 1 JROTC (3 units to meet the Personal Fitness requirement) Career and Technical Education World Language Fine Arts ELECTIVE UNITS 3 4 TOTAL UNITS REQUIRED (MINIMUM) TO MEET GRADUATION REQUIREMENTS 23 Secondary School Credentials High School Diploma This document certifies that students have satisfied attendance, unit credits and state assessment requirements. High School Certificate This document is awarded to students who do not complete all of the criteria for a diploma but who meet all requirements for attendance and unit credits. Special Education Diploma This document is awarded to students with disabilities assigned to a special education program who have not completed all of the requirements for a high school diploma but who have nevertheless completed the Individualized Education Program (IEP). Students with significant cognitive disabilities are those with significant intellectual disabilities or intellectual disabilities concurrent with motor, sensory or emotional/behavioral disabilities that require substantial adaptations and support to access the general curriculum and require additional instruction focused on relevant life skills and participate in the Georgia Alternate Assessment (GAA). Students with significant cognitive disabilities may graduate and receive a regular high school diploma when the student s IEP team determines that the student has: Revised August 3, 2017 Page 8

9 1. Completed an integrated curriculum based on the approved state standards that includes instruction in Mathematics, English/Language Arts, Science and Social Studies as well as career preparation, self-determination, independent living and personal care to equal a minimum of 23 units of instruction. 2. Participated in the GAA during middle school and high school and earned a proficient score on the high school GAA test, and 3. Reached the 22 nd birthday OR has transitioned to an employment/education/training setting in which the supports needed are provided by an entity other than the local school system. Waiver of Requirements The total number of required unit credits (23) cannot be waived. Graduation Exercises A student will be allowed to participate in graduation exercises after all requirements for a High School Diploma or a Special Education Diploma have been met. Georgia Board of Regents Admission Standards for Graduating Class of 2012 and Beyond The Board of Regents, in 2007, approved new required high school curriculum (RHSC) for students who will enter University System of Georgia (USG) institutions in 2012 or later. Students will be required to present a transcript that includes four units of language arts, four units of mathematics, four units of science, three units of social studies, and two units of the same world language. In mathematics, students who select a fourth math that is not pre-calculus or higher may have limited post-secondary options. Parents and students should evaluate specific admission requirements prior to selecting a fourth math credit. In addition to the 17 units of the required high school curriculum (RHSC), students seeking admission to research or comprehensive universities, will be considered for admission based on the Freshman Index (FI) a formula using the applicant s SAT or ACT test scores and high school grade point average will be used to help determine a student s readiness for college work. For more information visit HOPE Scholarship Eligibility Current information about HOPE scholarship eligibility can be found at School Counseling Professional School Counselors provide guidance throughout a student s high school career. Their work impacts student achievement though academic, social/personal, and career counseling services. Students receive the services via individual counseling, group counseling, classroom guidance, transition guidance, and consultation. Graduation Coaches primary responsibility is to identify at-risk students and to help them succeed in school by keeping them on track academically before they consider dropping out. Data is used to both evaluate and improve guidance and counseling services. Computer Science Courses Course Science Credit Math Credit Foreign Language Credit Computer Science Principles Approved as a 4th science for graduation Approved as a 4 th science by USG Calculated into HOPE Course meets fourth science admissions requirements for the Technical College System of Georgia (TCSG) Approved as a 4 th math for graduation NOT Approved as a 4 th math by USG Calculated into HOPE Course meets fourth mathematics admissions requirements for the Technical College System of Georgia (TCSG) Approved as two computer science courses from the same pathway will satisfy two years of sequenced foreign language courses Approved as a foreign language by USG Calculated into HOPE Must be 2 courses from the same pathway Revised August 3, 2017 Page 9

10 Programming, Apps, Games, and Society AP Computer Science Approved as a 4 th science for graduation Approved as a 4 th science by USG Calculated into HOPE Course meets fourth science admissions requirements for the Technical College System of Georgia (TCSG) Approved as a 4 th science for graduation Approved as a 4 th science by USG Calculated into HOPE Meets the HOPE Rigor Requirement Course meets fourth science admissions requirements for the Technical College System of Georgia (TCSG) Approved as a 4 th math for graduation NOT Approved as a 4 th math by USG Calculated into HOPE Course meets fourth mathematics admissions requirements for the Technical College System of Georgia (TCSG) Approved as a 4 th math for graduation NOT Approved as a 4 th math by USG Calculated into HOPE Meets the HOPE Rigor Requirement Course meets fourth mathematics admissions requirements for the Technical College System of Georgia (TCSG) Approved as two computer science courses from the same pathway will satisfy two years of sequenced foreign language courses Approved as a foreign language by USG Calculated into HOPE Must be 2 courses from the same pathway Approved as two computer science courses from the same pathway will satisfy two years of sequenced foreign language courses Approved as a foreign language by USG Calculated into HOPE Must be 2 courses from the same pathway Meets the HOPE Rigor Requirement AP Computer Science Principles (Course begins in International Baccalaureate (IB) Computer Science, Year One ( ) Approved as a 4 th science for graduation Approved as a 4 th science by USG Course meets fourth science admissions requirements for the Technical College System of Georgia (TCSG) Approved as a 4th science for graduation Approved as a 4th science by USG Calculated into HOPE Course meets fourth science admissions requirements for the Technical College System of Georgia (TCSG) Approved as a 4 th math for graduation NOT Approved as a 4 th math by USG Course meets fourth mathematics admissions requirements for the Technical College System of Georgia (TCSG) Approved as a 4th math for graduation NOT Approved as a 4th math by USG Calculated into HOPE Course meets fourth mathematics admissions requirements for the Technical College System of Georgia (TCSG) Approved as two computer science courses from the same pathway will satisfy two years of sequenced foreign language courses Approved as a foreign language by USG Calculated into HOPE Must be 2 courses from the same pathway Meets the HOPE Rigor Requirement Approved as two computer science courses from the same pathway will satisfy two years of sequenced foreign language courses Approved as a foreign language by USG Calculated into HOPE Must be 2 courses from the same pathway International Baccalaureate (IB) Computer Science, Year One ( ) Approved as a 4th science for graduation Approved as a 4th science by USG Calculated into HOPE Course meets fourth science admissions requirements for the Technical College System of Georgia (TCSG) Approved as a 4th math for graduation NOT Approved as a 4th math by USG Calculated into HOPE Course meets fourth mathematics admissions requirements for the Technical College System of Georgia (TCSG) Approved as two computer science courses from the same pathway will satisfy two years of sequenced foreign language courses Approved as a foreign language by USG Calculated into HOPE Must be 2 courses from the same pathway Web Development Approved as a 4th science for graduation Approved as a 4th science by USG Calculated into HOPE Course meets fourth science admissions requirements for the Technical College System of Georgia (TCSG) Approved as a 4th math for graduation NOT Approved as a 4th math by USG Calculated into HOPE Course meets fourth mathematics admissions requirements for the Technical College System of Georgia (TCSG) Approved as two computer science courses from the same pathway will satisfy two years of sequenced foreign language courses Approved as a foreign language by USG Calculated into HOPE Must be 2 courses from the same pathway Revised August 3, 2017 Page 10

11 Embedded Computing Approved as a 4th science for graduation Approved as a 4th science by USG Calculated into HOPE Course meets fourth science admissions requirements for the Technical College System of Georgia (TCSG) Approved as a 4th math for graduation NOT Approved as a 4th math by USG Calculated into HOPE Course meets fourth mathematics admissions requirements for the Technical College System of Georgia (TCSG) Approved as two computer science courses from the same pathway will satisfy two years of sequenced foreign language courses Approved as a foreign language by USG Calculated into HOPE Must be 2 courses from the same pathway Game Design: Animation and Simulation Approved as a 4th science for graduation Approved as a 4th science by USG Calculated into HOPE Meets the HOPE Rigor Requirement Course meets fourth science admissions requirements for the Technical College System of Georgia (TCSG) Approved as a 4th math for graduation NOT Approved as a 4th math by USG Calculated into HOPE Meets the HOPE Rigor Requirement Course meets fourth mathematics admissions requirements for the Technical College System of Georgia (TCSG) Approved as two computer science courses from the same pathway will satisfy two years of sequenced foreign language courses Approved as a foreign language by USG Calculated into HOPE Must be 2 courses from the same pathway Meets the HOPE Rigor Requirement Diploma Seals High schools in the state of Georgia have the opportunity to apply to become eligible to award the Fine Arts Diploma Seal and/or the International Skills Diploma Seal. For schools that elect to participate, interested students are submitted to state for qualifying. If you are interested in finding out more about a high school s status, please contact the counselling department. Fine Arts Diploma Seal The Fine Arts Diploma Seal is awarded to graduating high school students who complete a Georgia Fine Arts Pathway and engage in creative industry focus courses, extracurricular activities, and experiences that foster fine arts mastery. The diploma seal is a signal to employers and higher education institutions that a student is prepared to participate in the creative economy. International Skills Diploma Seal In today s global marketplace, it is important for students to acquire the interdisciplinary skills they need to be globally competent and competitive. The International Skills Diploma Seal is awarded to graduating high school students who complete an international education curriculum and engage in extracurricular activities and experiences that foster the achievement of global competencies. It is a signal to employers and higher education institutions that a student is prepared to participate in the global economy NATIONAL TESTING Testing Programs Fulton County Schools participates in national testing programs such as the College Board SAT, the American College Testing Program (ACT), and others administered primarily to high school juniors and seniors. Most colleges use these test scores as a criterion for admission. Students who expect to attend postsecondary institutions should prepare for these admissions tests and for their postsecondary work by taking a strong academic program in high school. The high school counselor should be contacted regarding the specific dates for the following tests: Revised August 3, 2017 Page 11

12 PSAT (Preliminary SAT/National Merit Scholarship Qualifying Test) - administered in October to all students in 9 th, 10 th and 11 th grades. Students who expect to take the SAT gain valuable experience through taking the PSAT. Funding is provided for all 9 th, 10 th, and 11 th grade students. Scores of 11 th grade students determine eligibility for National Merit Scholarships. SAT - usually administered several times each year at sites designated by the testing company. Juniors are encouraged to take the SAT in the spring of their junior year and again in the fall of their senior year. Students should determine if colleges to which they are applying require the SAT. ACT - usually administered five times each year at sites designated by the testing company. Collegebound students should determine if colleges to which they are applying require the ACT. If so, they are encouraged to take this test in the spring of their junior year. Advanced Placement Exam - administered in May for college placement. Students who take and pass AP courses are required to take the AP exam. Funding is provided. STATE TESTING Georgia Milestones Beginning with the spring of 2015, Georgia implemented a new state assessment called Georgia Milestones. For high school students, Georgia Milestones are the End of Course (EOC) assessments which replaced the EOCTs. The EOC assessments will: provide a valid measure of student achievement of the state content standards across the full achievement continuum; serve as the final exam for the course, contributing 20% to the student s final course grade; provide a clear signal of the student s preparedness for the next course and ultimately post-secondary endeavors (college and careers); allow for detection of the progress made by each student over the course of the academic year; support and inform educator effectiveness measures; inform state and federal accountability at the school, district, and state levels. The Georgia Milestones EOC includes constructed-response items in Constructed response is a general term for assessment items that require the student to generate a response as opposed to selecting a response from given choices. Extended-response items require more elaborate answers and explanations of reasoning. They allow for multiple correct answers and/or varying methods of arriving at the correct answer. Writing prompts and performance tasks are examples of extendedresponse items. ELA and mathematics and technology enhanced items in all subjects, in addition to selected-response (multiple choice) items. All ELA End of Course assessments include a writing component in response to text. Students enrolled in the following courses are required to take the corresponding EOC: 9th Grade Literature & Composition, American Literature & Composition, Algebra I, Geometry, Physical Science, Biology, US History, and Economics. For students who have entered grade nine in the fall of 2011 and beyond, the EOC counts 20% of the final grade and is the final examination for the indicated courses. If a student fails to take the EOC, he/she will receive an I (Incomplete) for the course and will have until the next main EOC administration to make it up. If the EOC is not taken during this timeframe, the student will receive a 0 for 20% of their final semester course grade. Revised August 3, 2017 Page 12

13 Guidance regarding students who may take the EOC courses by alternative means is below: Students who are taking online courses through Fulton Virtual or Georgia Virtual and wish to receive credit MUST take the corresponding EOC; Students who are taking additional or credit recovery courses at another institution and wish to transfer the credit MUST take the EOC (these are not the dually-enrolled students); Students enrolling from non-accredited programs, non-accredited schools or non-traditional entities must take the EOC in tested subjects and earn a 70 in order to receive transfer credit. Sep. 5, 2017 Mar. 16, 2018 High School Testing Windows Georgia Alternate Assessment (GAA) ongoing portfolio collection Grade 11 Oct. 11, 2017 PSAT Grades 9-11 Dec , 2017 Georgia Milestones End of Course Grades 9-12 Jan. 16 March 2, 2018 ACCESS for ELL s Grades 9-12 March 19 23, 2018 State Required Remedial Testing Grades 9 and 10 April 9 20, 2018 End of Pathway Assessment* Grades 11 and 12 April 23 May 4, 2018 Georgia Milestones End of Course (System Window) Grades 9 12 May 7 12, 2018 Advanced Placement (AP) Exams AP Students *Questions regarding this assessment should be directed to (470) For more information on assessments in Fulton County Schools, visit the Assessment website at Career, Technical and Agricultural Education End of Pathway Assessments (EOPA) Career, Technical and Agricultural Education End of Pathway Assessments are available for students who complete 3 sequential courses in a CTAE pathway. These assessments are linked directly to industry validated standards and allow students to leave high school with valuable certifications that prepare them to be college and career ready. For more information on these assessments, please go to Revised August 3, 2017 Page 13

14 Response to Intervention (RtI) Response to Instruction and Intervention, in Georgia, is a four-tiered instructional process, or framework, which guides teachers in matching instruction and intervention to each student's learning needs. This may include intervention for skill weaknesses, or strength-based instruction through enrichment and acceleration. What are the Key Components of Response to Instruction and Intervention? High quality, research-based instruction and behavioral support for all students in general education. Universal (district-wide) screening of academics and behavior to determine which students need intervention and/or enrichment and acceleration. Multiple tiers, or layers, of increasingly intense scientific, research-based interventions and/or enrichment that are matched to student need. School staff works together to develop, implement, and monitor the intervention and enrichment process. Continuous monitoring, with objective data, of student progress during intervention in order to determine if students are meeting their achievement goals. Systems in place to ensure fidelity of instruction and intervention. Parent involvement in the instructional process. What are the Four Tiers of Instruction in a Response to Instruction and Intervention framework? Tier 1 All students receive standards-based instruction matched to their readiness level in the general education classroom. Behavioral expectations are also specifically taught and reinforced in this tier. Schools will assess all students to determine what students are at-risk for not meeting grade level standards, as well as which students will likely benefit from enrichment and/or acceleration. Tier 2 Some students will be identified with skill gaps in reading, math, or behavior. In Tier 2, identified students will receive targeted intervention in their specific area of weakness. Students who are above grade level receive strength-based instruction in Tier 2. This could be through an advanced or Honors class. Tier 3 Students who are identified as having significant skill weaknesses and students who do not respond to targeted intervention in Tier 2, will participate in intensive intervention in Tier 3. Students who are well above grade level receive strength-based instruction in Tier 3. This could be through accelerated or Advanced Placement classes. Tier 4 Some students will not respond to the intensity of intervention provided at Tier 2 and Tier 3. It is at this point that the school may recommend a comprehensive psycho-educational evaluation to determine if the child may have a disability and may require specialized instruction through Special Education. It is also at this tier of instruction where students are considered for eligibility in the Gifted Program, or TAG, as well as for ESOL. How Can Parents Help? (Georgia Department of Education, 2009) Parents are a critical partner in the continual success of the teaching and learning in school. Active participation is the key. Read the standards for your child's grade or course. Ask for ways you can help at home to improve your child's school performance. Participate in parent conference and meetings related to overall progress in the standards as well as progress related to intervention participation. Revised August 3, 2017 Page 14

15 Special Programs Advanced Placement (AP) Advanced Placement (AP) is a program of college-level courses taught in the high school setting by high school teachers. All AP courses have been approved by College Board, and provide students with the opportunity to seek advanced coursework leading to advanced placement and/or college credit through successful completion of a College Board AP examination. All students taking and passing AP courses are expected to take the AP examination unless they follow the opt out process. The purposes for taking an AP course are to learn a subject in greater depth, to develop analytical reasoning skills, and to develop disciplined study habits appropriate for continued success at the college level. Compared with regular high school courses, AP courses are more demanding, requiring more time and work outside of the school day, including the summer prior to the start of a course. Research shows, students that complete AP classes are better prepared for the demands of college. Schools determine which Advanced Placement courses will be offered based on the needs of their students. Advanced Placement courses and examinations are available in the following areas: Art Art History Studio: Drawing Portfolio Studio: 2D Design Studio: 3D Design Computer Science Computer Science A Computer Science AB Computer Science Principals Mathematics Calculus (AB/BC) Statistics Science Biology Chemistry Environmental Science Physics 1 Physics 2 Physics C Electricity & Magnetism Physics C Mechanics Social Studies Economics (Macro/Micro) European History US Government and Politics Comparative Government and Politics Human Geography Psychology US History World History Music Music Theory World Language French Latin Spanish Chinese Language Arts Language and Composition Literature and Composition All AP exams (except Studio Art and Music Theory) contain both multiple choice and free response questions that require essay writing, problem-solving and other skills. In Studio Art, students submit portfolios of their work instead of taking an examination. In Music Theory, a competency examination in music theory is given. Revised August 3, 2017 Page 15

16 Advancement through Individual Determination (AVID) AVID is a College Readiness System that transforms leadership, instruction, and culture to focus on the academic and social skills needed in higher education and beyond. Schools implementing AVID operate with a guiding principle: hold students to the highest standards, provide academic and social support, and they will rise to the challenge. The AVID system extends from elementary to post-secondary and is based on research-based curriculum and strategies to develop critical thinking, literacy, and math skills across all content areas. At the secondary level, AVID builds a college-going culture by bringing best practices and methodologies to high school students. The goal is to close the achievement gap by preparing students for, and supporting them in, the toughest courses schools offers. That goal starts with the AVID elective class and grows schoolwide. The AVID elective class is comprised of students who follow an application process and are selected to participate in AVID. The AVID elective class provides explicit instruction in writing, inquiry, collaboration, organization, and reading (WICOR) strategies so that students have the skills necessary to meet the expectations of rigorous courses. AVID supports students taking honors and Advanced Placement courses by building a community, providing academic help from peers and tutors, and participating in motivational activities to help students achieve their dreams. Students not in the AVID elective are supported by AVID educators who integrate strategies and best practices into content area classes. Fulton County high schools offering the AVID program are Banneker, Centennial, Creekside, Langston Hughes, Milton, North Springs, Riverwood, Roswell, and TriCities. Move on When Ready (MOWR) With the passage of SB 132, Georgia Legislators have streamlined Accel, Hope Grant Dual Enrollment and the old Move on When Ready program into one statewide dual enrollment program now collectively called Move on When Ready. And with the passage of Senate Bill 2, a new Move on When Ready program will be offered to students. This new High School Graduation Option will provide students a high school diploma, and any applicable college credentials as long as all requirements are met. Both Senate Bills went into effect on July 1, 2015 and MOWR information and guidance is available from the state at the following link: Career-Partnerships.aspx. GAfutures is a web site where students can take interest inventories, discover career paths, plan high school courses, store academic grades, prepare for the SAT and ACT, research colleges, apply online for college admission, learn about and apply for financial aid, scholarships, and more. English for Speakers of Other Languages (ESOL) ESOL is a standards-based instructional program designed to address the unique challenges faced by students whose first language is not English. The ESOL Program integrates the WIDA Consortium English language proficiency standards with the Georgia Performance Standards (GSE). Students in ESOL develop proficiency in the English language skills of listening, speaking, writing, reading and comprehension while acquiring the academic content of the GSE. All instruction in the ESOL program is provided in English, thereby maximizing students opportunity to master social and academic English language skills. Revised August 3, 2017 Page 16

17 Georgia/Federal law mandates that students be screened for the ESOL program if their native language, home language, or first language is other than English. Students who are identified by these criteria are tested in accordance with state procedures to determine whether they qualify for ESOL services. All students who qualify for ESOL are tested annually with an English language proficiency measure in accordance with Federal laws. This measure is used to determine language progress and is one of the criteria used for exit from the ESOL program. Goals The WIDA English Language Proficiency Standards are: English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies. Students in the ESOL program possess well-developed language skills in one or more languages other than English, and are working to develop proficiency in the English language. When these students attain proficiency in social and academic English appropriate to their age and grade level and no longer need the intensive language support provided by the ESOL program they exit. Exited students are monitored for four years to ensure a smooth transition to mainstream classes. Levels of Language Proficiency Level 1 Entering English learners at the Entering level will process, understand, produce or use: pictorial or graphic representation of the language of the content areas words, phrases or chunks of language when presented with one-step commands, directions, WH-, choice or yes/no questions, or statements with sensory, graphic or interactive support oral language with phonological, syntactic, or semantic errors that often impede meaning when presented with basic oral commands, direct questions, or simple statements with sensory, graphic or interactive support Level 2 - Emerging English learners at the Emerging level will process, understand, produce or use: general language related to the content areas phrases or short sentences oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the communication when presented with one- to multiple-step commands, directions, questions, or a series of statements with sensory, graphic or interactive support Level 3 Developing English learners at the Developing level will process, understand, produce or use: general and some specific language of the content areas expanded sentences in oral interaction or written paragraphs oral or written language with phonological, syntactic or semantic errors that may impede the communication, but retain much of its meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic or interactive support Revised August 3, 2017 Page 17

18 Level 4 Expanding English learners at the Expanding level will process, understand, produce or use: specific and some technical language of the content areas a variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphs oral or written language with minimal phonological, syntactic or semantic errors that do not impede the overall meaning of the communication when presented with oral or written connected discourse with sensory, graphic or interactive support Level 5 Bridging English learners at the Bridging level will process, understand, produce or use: specialized or technical language of the content areas a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays or reports oral or written language approaching comparability to that of English-proficient peers when presented with grade level material ESOL Program Courses All courses carrying ELA credit follow GSE and WIDA Standards Communication Skills I Communication II Oral Communication in the Content Areas Reading & Listening in the Content Areas Writing in the Content Areas 9 th Composition/Literature (Sheltered) 10 th Composition/Literature (Sheltered) American Literature (Sheltered) Multicultural Literature (Sheltered) World Literature (Sheltered) High School Remedial Education Purpose Remedial education is intended for students in grades 6-12, who have identified deficiencies in reading, writing, and/or in mathematics. This program provides individualized basic skills instruction as mandated by Georgia Law in the areas of reading, writing, and mathematics. Program Structure The program design is developed in coordination with regular instruction and other educational programs. Development and evaluation of the program involves teachers, administrators, and parents at the school level. Remedial education includes four components: Staff Delivery Models Class Size Instructional Segments of Service Staff Remedial is staffed by certified teachers with experience and expertise in teaching students with diverse needs and abilities. Remedial funds provide additional staff beyond that provided through regular funds. Delivery Models Each participating school selects the delivery model(s) to be used. Any combination of state approved models may be used within a school depending on the unique needs and characteristics of the students and school. Revised August 3, 2017 Page 18

19 Class Size A class for Remedial must follow class size maximums that are approved by the state. Instructional Segments of Service A segment for grades 6-12 is defined as minutes of daily instruction. In order that students receive appropriate instruction, teachers match teaching strategies with a student s learning style. In addition, remedial teachers use a process of teaching the basic skills that lends itself to an integrated approach across the total curriculum content. Teacher training in best practices is provided by Language Arts/Literacy and Mathematics Departments as well as by Instructional Coaches. Eligibility Eligibility determination is made at the school level by identifying the students functioning below the normal expectation for the respective grade as determined by criteria established by the Georgia Department of Education and the Fulton County School System. Assessment and Accountability Schools maintain individual student assessment data and report achievement of the student served. This documentation is used to measure student achievement and program success. International Baccalaureate Program (IB) International Baccalaureate (IB) schools aim to go beyond traditional curriculum by developing inquiring, knowledgeable, and caring young people motivated to succeed. IB offers a continuum of programs from elementary through high school. The programs encourage both personal and academic achievement, challenging students in their studies and personal development. The Middle Years Program (MYP), for students in grades 6-10, is a challenging, inclusive framework of eight subject areas where students make connections between their coursework and the real world. The MYP curriculum focuses on teaching and learning in context. MYP uses concepts, or big ideas, as springboards to inquiry into issues and ideas of personal, local, and global significance. The MYP approach to learning develops independent learning and encourages application of knowledge in unfamiliar contexts. Service and action are key values in the IB community. MYP students complete projects through school or personal explorations of inquiry, action, and reflection. The oldest and most widely known IB program is the Diploma Program (DP). The Diploma Program focuses on the breadth and depth of knowledge though rigorous coursework and personal action. Students in the DP Program excel in traditional academic subjects, and seek to broaden their high school experience. The DP curriculum is composed of the DP core and six subject groups. The DP Core includes the exploration of the nature of learning through a unique course called the Theory of Knowledge (TOK); an independent, extended essay based on self-directed research; and Creativity, Action, Service (CAS) project. The six subject groups include Studies in Language and Literature, Language acquisition, Individuals and Societies, Sciences, Mathematics, and the arts. IB assesses mastery of advanced academic skills through internal assessments and IB course exams. Riverwood High School is an authorized IB World School offering the Middle Years (MYP) Program for grades 9 and 10 and the Diploma Program for grades 11 and 12. Westlake High School is an authorized IB Diploma School offering IB Diploma courses for selected juniors and seniors. Alpharetta and Centennial Revised August 3, 2017 Page 19

20 High Schools are in the authorization process to become IB Diploma Schools with the goal of offering IB Diploma courses to juniors in the fall of Magnet Programs Fulton County offers students a choice of four magnet programs: International Studies at Riverwood High School, STEAM at Westlake High School, Math and Sciences at North Springs High School, Junior Achievement Magnet Business Academy at Banneker High School and Visual and Performing Arts at Tri- Cities High School. As in other high school programs, magnet program students must complete core curriculum courses and may also qualify for and take Advanced Placement and honors classes. Unlike other high school programs, magnet programs require students to take at least one unit per year in their major area of interest. Math and Sciences Magnet Program North Springs offers enrichment and acceleration opportunities in mathematics and science. Students interested in working with numbers, problem solving from a mathematical point of view, learning about science, conducting experiments, engaging in research or mathematical modeling may find the math and science magnet program at North Springs High School is the place to pursue their passions. Junior Achievement Magnet Business Academy The JA-MBA is an innovative school model, between Junior Achievement (JA) and Fulton County Schools (FCS), designed to provide rigorous standards-based education infused with careerreadiness, entrepreneurship and financial literacy skills that are the hallmarks of a JA education. Hosted at Banneker High School, this magnet is open to all FCS high school students. Goals o Provide an academically rigorous foundation for relevant, 21st Century careers o Design special courses that offer real world problem and inquiry-based instruction o Develop partnerships with businesses and colleges that provide students with instructional and internship experiences o Provide academic and extracurricular activities to support student achievement International Studies Magnet Program Students accepted into the international studies program at Riverwood study world issues and the role of the United States in the global arena. Computer links give the students opportunities to communicate with students in other countries. Educational outreach programs abroad give students a close-up view of the global community. Guests from other countries and in-depth discussions of international issues are features of the program. In addition to studying international business and social studies, international studies magnet students have an opportunity to gain proficiency in at least one world language Chinese, Hebrew, Latin, Japanese, French or Spanish. In the junior year of the program, students specialize their course of study by selecting unique courses in social studies or by taking a second world language. Visual and Performing Arts Magnet Program Students who are serious about art, music, theater or dance find an outlet for their creativity in the Visual and Performing Arts Magnet Program at Tri-Cities high school. Students accepted into this program are continually presenting their latest creative work to audiences throughout the metro Atlanta area. A wide range of classes and activities abound--ballet, jazz band, sculpture, acting, Revised August 3, 2017 Page 20

21 tour show, play production, piano, voice, ceramics, set design, commercial design, graphic arts and printing. STEAM - Science Technology Engineering Arts and Math Program STEAM is the integration of science, technology, engineering and mathematics infused with meaningful arts integration. STEAM students complete a STEM CTAE, Science, Mathematics and/or Fine Arts pathway. STEAM students are required to take advanced math and science courses that are co-requisites of the CTAE pathways. All STEAM students are enrolled in AP/IB/Dual Enrollment math, science and fine arts courses. Additional information about the magnet programs can be obtained from the high school administration/ counselors or by calling the Fulton County Schools Advanced Studies department at (470) Non-Traditional/Alternative High Schools Fulton County operates two non-traditional high schools, Independence in North County and McClarin in South County. The non-traditional high schools of the Fulton County School System are choice schools that recognize that one size does not fit all when educating youth. Therefore, these schools strive to provide opportunities for academic success through alternative approaches to learning in a supportive environment. Teen Parent Programs The teen parent programs at Independence and McClarin high schools provide systematic parenting skills and social services for adolescents who have become pregnant or who are already parents. These schools also provide school-based day care service for infants and toddlers, ages 0-3, to enable their parents to complete their high school education. In addition, the teen parent programs provide participants with family planning and health education services. The goal of the programs is to help teen parents learn effective parenting skills and to cope with the stress of parenting, while enabling them to become self-sufficient young adults. Students may enroll from any high school in Fulton County. Additional information can be obtained from a high school counselor or by contacting Independence at (470) or McClarin at (404) Special Education-Services for Students with Disabilities Programs for students with disabilities are provided through the Services for Exceptional Children Department. Programs are offered for students meeting eligibility criteria in the areas of autism, learning disabled, behavior disordered, speech impaired, hearing impaired, visually impaired, physically disabled and intellectually disabled. Students with Disabilities access the Georgia Standards of Excellence and the Georgia Performance Standards curriculum through use of classroom accommodations, modifications or other supports based on individual learning needs as documented in the student s Individual Education Program (IEP). Questions regarding these and other related services can be directed to the Services for Exceptional Children Department at Revised August 3, 2017 Page 21

22 Talented and Gifted (TAG) Philosophy Intellectually gifted students require specialized educational experiences that promote the development and expression of their potential. If gifted individuals as children, youths and adults are to experience fulfilling lives and if society is to derive optimal benefits from gifted individuals uncommon potentials, an educational program must be structured to develop more fully their exceptional and varied abilities, interests and talents. The Fulton County gifted program is a response to the need to address the unique learning characteristics, interests, personal needs and capabilities of gifted children. The program emphasizes the gifted students need for interaction with intellectual peers. Emphasis on the individual highlights the fact that there are differences among gifted students and a need for specialized educational experiences to meet these differences. Basic to the philosophy of this program is the idea that no one teacher, resource, or instructional method can meet the needs of gifted students. Education for the gifted is viewed as a cooperative endeavor characterized, facilitated, and realized by the efforts of numerous individuals in the schools and community. These goals are accomplished in Fulton County schools by providing the basic curriculum to identified gifted students in the regular classroom, adjusting the rate and depth of their learning and using a variety of appropriate teaching methods. Further differentiation beyond that in the regular classroom is accomplished through seminars, individual projects, advanced placement courses, directed studies, selected honors courses, and career internships. These are designed to intensify and extend their particular interests and aptitudes. Educational experiences for gifted students provide the additional variety and flexibility necessary to adjust and extend the Fulton County curriculum to meet these individuals needs. Eligibility The Talented and Gifted Program identifies gifted students based upon State Board of Education Rule All students in Fulton County Schools are screened twice a year for the gifted program. If a student is referred for the gifted program, the school must gather information in the areas of multiple criteria: mental ability, achievement, creativity, and motivation. According to State Board of Education Rule , students may qualify for gifted services through option A or option B. Data Category Option A Option B Mental Ability Student must have a qualifying score in the Student must qualify in three of the four categories. mental ability AND achievement categories. K-2 99 th percentile composite score on a nationally normed mental ability test th percentile composite score on a nationally normed mental ability test K th percentile composite OR appropriate component score on a nationally normed mental ability test Revised August 3, 2017 Page 22

23 Achievement Creativity Motivation K th percentile Total Reading, Total Math, or Complete Battery on a nationally normed achievement test Data gathered Data gathered K th percentile Total Reading, Total Math, or Complete Battery on a nationally normed achievement test OR 6-8 cumulative average 90 on a scale of in an above-level core academic course OR 9-12 cumulative average 85 on a scale of in an honors or advanced placement course K th percentile composite score on a nationally normed test of creative thinking OR Superior product/performance with a score 90 on a scale of 1-100, as evaluated by a panel of three or more qualified evaluators, as indicated in: K-5: products from teacher directed lessons, or K-12: winner of district level academic competition Superior product/performance with a score 90 on a scale of 1-100, as evaluated by a panel of three or more qualified evaluators, indicated in: K-5 products from teacher directed lessons OR K-12 winner of district level academic competition OR K-5 90 th percentile on a standardized motivational characteristics rating scale OR 6-8 cumulative average 90 on a scale of in an above-level core academic course OR 9-12 cumulative average 85 on a scale of in an honors or advanced placement course OR 8-12 cumulative average 85 on a scale of over the last two years in core academic areas One source of information may not be used to qualify a student in more than one area. Students identified for the gifted program are served at their home school by a gifted endorsed teacher. Program Goals In accordance with this philosophy, the following program goals have been adopted in order to identify and serve the gifted students of Fulton County: Revised August 3, 2017 Page 23

24 1. To help teachers, administrators, and parents identify gifted students and understand their unique abilities, needs, and preferences. 2. To design and implement differentiated instructional experiences in the school and the community. 3. To develop in gifted students an accurate and increasing awareness of themselves, their abilities, and their value to society. Learner Goals We believe that by meeting the program goals and objectives, we will be able to promote and achieve the following learner goals to develop: 1. Advanced research methods and independent study skills, 2. Creative thinking and creative problem-solving skills in order to be generators of ideas and products which are original to the learners, 3. Higher order and critical thinking skills, 4. Advanced communication skills that incorporate new techniques, materials, and formats in the development of products and ideas that will be shared with real audiences. Program Description and Services Title I Program Title I is a federally funded program designed to ensure that all children have a fair, equal and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments. The Title I high schools are Banneker, Creekside, Langston Hughes, McClarin, Tri-Cities, and Skyview. Goals Ensure that high-quality academic assessments, accountability systems, teacher preparation and training, curriculum, and instructional materials are aligned with challenging State academic standards so that students, teachers, parents, and administrators can measure progress, against common expectations for student academic achievement; Meet the educational needs of low-achieving children in our Nation s highest-poverty schools, limited English proficient children, migratory children, children with disabilities, Indian children, neglected or delinquent children, and young children in need of reading assistance; Close the achievement gap between high- and low-performing children, especially the achievement gaps between minority and non-minority students, and between disadvantaged children and their more advantaged peers; Improve and strengthen accountability, teaching, and learning by using State assessment systems designed to ensure that students are meeting challenging State academic achievement and content standards and increasing achievement overall, but especially for the disadvantaged; Provide greater decision making authority and flexibility to schools and teachers in exchange for greater responsibility for student performance; Provide children an enriched and accelerated educational program, including the use of schoolwide programs or additional services that increase the amount and quality of instructional time; Provide school-wide reform and ensure the access of children to effective, scientifically based instructional strategies and Challenging academic content; Significantly elevate the quality of instruction by providing staff in participating schools with substantial opportunities for professional development; Revised August 3, 2017 Page 24

25 Coordinate services under all parts of this title with each other, with other educational services, and, to the extent feasible, with other agencies providing services to youth, children and families; and Afford parents substantial and meaningful opportunities to participate in the education of their children. Core Content Areas Humanities: English, Social Studies, and World Languages English/Language Arts Philosophy Whether reading is used to enter into the imaginative world of fiction; learn from academic texts; meet workplace demands; acquire insight and knowledge about people, places, and things; or understand a graphic on an Internet website; readers adapt their skills and strategies to meet the comprehension demands of a particular task at hand. Fulton County Schools believe that students literacy skills and strategies can be cultivated to do so in all content areas. Literacy-rich classrooms integrate the teaching of disciplinary literacy skills and strategies into real-world contexts and give students opportunities to read and respond critically to text; write creatively, expressively, and analytically; develop effective oral language skills; investigate and present topics of interest using research methods; and use media and technology to communicate for a variety of purposes. Goals Through our English/language arts program, the learner will communicate and interact effectively with others in the world; think, interpret, create, and respond critically in a variety of settings to a myriad of print and nonprint text; and access, use, and produce multiple forms of media, information, and knowledge in all content areas The curriculum is comprised of the Georgia Standards of Excellence (GSE) and focuses on teaching students literacy. In striving to improve student achievement and to provide a high quality education for all students in Fulton County, we are committed to the reading and writing process. In order to prepare students to be college and career ready, high school students experience wide and deep reading of literature and nonfiction of steadily increasing sophistication in the English Language Arts classroom. Students learn to evaluate intricate arguments and surmount the challenges posed by complex written materials independently and confidently. They also write and participate in a variety of conversations in which they assert and defend claims to show what they know about a subject using appropriate examples and evidence. Revised August 3, 2017 Page 25

26 GSE 9-12 Strands/Standard Framework Strand: Reading for Literature (RL) Key Ideas and Details: RL1, RL2, RL3 Craft and Structure: RL4, RL5, RL6 Integration of Knowledge and Ideas: RL7, RL9 Range of Reading/Text Complexity: RL10 Strand: Reading for Information (RI) Key Ideas and Details: RI1, RI2, RI3 Craft and Structure: RI4, RI5, RI6 Integration of Knowledge and Ideas: RI7, RI8, RI9 Range of Reading/Text Complexity: RL10 Strand: Writing (W) Text Types and Purposes: W1, W2, W3 Production/Distribution: W4, W5, W6 Research/Present Knowledge: W7, W8, W9 Range of Writing: W10 Strand: Speaking and Listening (SL) Comprehension and Collaboration: SL1, SL2, SL3 Presentation of Knowledge and Ideas: SL4, SL5, SL6 Strand: Language (L) Conventions of Standard English: L1, L2 Knowledge of Language: L3 Vocabulary Acquisition and Use: L4, L5, L6 Requirements All high school students are required to complete four units of English/Language Arts and to sit for two End-of-Course Tests: Ninth Grade Literature/Composition and American Literature/Composition. Most courses are available on two levels. On-level courses meet the needs of most students and are approved for the college preparatory course of study. Honors classes, also approved for the college preparatory course of study, are appropriate for students who have a past record of high achievement in English and reading. Social Studies Philosophy The purpose of the Fulton County School System s social studies curriculum is to prepare students to become citizens who participate in a democratic society in an increasingly interdependent world. Through social studies education students should acquire a continuing interest in their society; develop a respect for the dignity and worth of all persons; and achieve the depth of understanding, the loyalty to democratic ideas, and the skills necessary to accept responsibilities and rights of citizenship. Revised August 3, 2017 Page 26

27 As a part of the social studies program, students are provided with learning opportunities that enable them to grow in their ability to think clearly and to integrate significant facts, concepts and generalizations from history and the social sciences into their own experiences. Students develop useful skills for obtaining knowledge, devising questions and engaging in problem-solving techniques through active involvement in the curriculum. Equally important, they should learn how to analyze issues from multiple perspectives and to test the validity of ideas apart from the sources of those ideas. Students are also encouraged to develop connections among ideas and events, both past and present that will promote cooperative and constructive solutions of problems and issues. Goals The social studies curriculum is designed to: Increase students knowledge of the world and promote greater awareness of its diverse ethnic and cultural elements Reinforces the understanding of how a highly-differentiated U.S. society maintains cohesion through adherence to the principles found in the Constitution and Bill of Rights Address concerns related to their social origins Acquire the skills, knowledge and perspectives necessary to achieve success in this global age. The curriculum is comprised of the Georgia Standards of Excellence for Social Studies and the Georgia Standards of Excellence for Literacy in History/Social Studies. The emphasis is on developing content and disciplinary literacy. Social Studies teachers use their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective social science fields. All students are required to earn a total of three units of social studies credit in the following courses: American Government (one semester) World History (year-long) U.S. History (year-long) Economics (one semester) Additional courses may be selected from those listed on the following pages to fulfill a student's elective requirements for graduation. Career Opportunities Agency administrator Business executive Economist Foreign service International advertising specialist Journalist Military intelligence specialist Broadcaster Customs clearance specialist Export broker Import merchant International buyer Lawyer Professor Revised August 3, 2017 Page 27

28 Personnel officer Public affairs specialist Teacher Travel agent Salesperson Touring agent U.N. agencies support personnel Social Studies Courses Economics College Psychology AP Macroeconomics Human Behavior AP Microeconomics Human Relationships Sociology World Geography Current Issues AP Human Geography Social Issues Through Media Local History Economics S (IB Program) U.S. History 9 th Grade International Studies M (Magnet) AP U.S. History Comparative Religion AP Government Politics U.S. Sociology M (Magnet) AP Government Politics Comparative U.S. History M (Magnet) AP Psychology World Area Studies M (Magnet) Psychology World History M (Magnet) African History AP European History International Affairs American Government Russian History Constitutional Law 20 th Century Germany Political Science World History Political Theory AP World History Anthropology Philosophy World Language Language and communication are at the heart of the human experience. Early exposure to language instruction offers students the opportunity to attain high levels of proficiency. Fulton County Schools provides an articulated WL program beginning in the 6th grade in order to provide a long sequence of language study. We offer Spanish and French in every middle and high School. In select schools we offer Arabic, Chinese, German, Japanese and Latin. We also offer American Sign Language via Fulton Virtual School. Students in a college preparatory course of study are required to complete two years of the same language. Students in the career technology course of study are encouraged to study a world language of their choice, though world language study is not required. Middle school students who have completed the seventh and eighth grade world language courses may receive one credit unit for successful completion of level one (successfully passed 2 semesters of 7 th grade WL and successfully passed 2 semesters of 8 th grade WL) and enter the level two courses in the ninth grade. If the middle school world language sequence was not completed in the eighth grade, an entering freshman may pursue the first year of any language offered at the school beginning at level one. Revised August 3, 2017 Page 28

29 Program Goals: The goal of Fulton County Schools World Languages is to guide students in their mastery of the FCS World Languages Prioritized Standards [adopted from the American Council on the Teaching of Foreign Languages (ACTFL) national performance standards] by providing proficiency-based instruction that is personalized to student needs. Specific proficiency targets for high school fall in the Novice and Intermediate-High levels of the ACTFL Proficiency Scale. For Modern Languages, these standards consist of The 5 Cs : Communication students will engage in conversations, understand and interpret spoken and written language, and present information on a variety of topics. Culture Students will learn about target culture products, practices and perspectives. Connections Students will connect aspects of their target language learning with information acquired in other subject areas such as math, science, social studies, English and the arts. Comparisons Students will demonstrate an understanding of the nature of language and culture, making comparisons between those of the target language and their own. Communities Students will find and engage in the target language outside of the school environment and show evidence of building a life-long skill for their own personal enjoyment and enrichment. For Latin, these standards consist of The 4 Cs : Communication students will read passages, comprehend spoken Latin phrases, quotations, and expressions, and provide accurate, written English translations. Culture students will demonstrate an understanding of perspectives, practices, and products of the Greco-Roman culture. Connections students will reinforce and further the knowledge of other disciplines through the study of Latin. Comparisons students will acquire information and recognize distinctive viewpoints via the study of Latin and the Greco-Roman civilization, as well as identify similarities and differences in ancient Roman and contemporary culture. Career Opportunities Many more career opportunities are available for those who have world language skills. In addition to international and multinational American companies that have offices worldwide, foreign companies and investors are likewise located throughout the United States, with a considerable presence in Georgia. Some careers, of course, require extensive world language training and, therefore, a long sequence of study will be most beneficial to the high school student considering a career in which a second language will be used extensively. In other instances, some facility with another language may prove useful in gaining a desired position or for advancement. Language as a Primary Skill Required for a Job Bilingual educator, World Language teacher, Researcher for multi-national companies, multi-lingual port receptionist, Translator and Interpreter, International Marketing, Foreign Service Personnel. Language as Auxiliary Skill-- Highly Useful or Required Peace Corps volunteer, Missionary, Anthropologist, Teacher, Ambassador, Customs officer, Tutor, World Bank officer, Bilingual secretary, Freight forwarder, Invoice clerk, International research team, Archaeologist, Telephone operator, Engineer, Librarian, Researcher or Foreign commercial officer with Revised August 3, 2017 Page 29

30 the U.S. Department of Commerce, Defense Language Institute instructor, Foreign Services officer, FBI special agent, Attaché, Foreign correspondent, Special officers with the Armed Forces. Language as Auxiliary Skill -- Useful with Other Skills Police officer, Vista volunteer, U.N.E.S.C.O. worker, World Health Organization worker, Importer/exporter, Overseas investment analyst, Overseas branch manager and representative, International banking worker, Merchant Marine, Fashion buyer, Department of Agriculture officer, Legal aid, Assistant in international law, Laboratory technician, Doctor, Nurse, Officer with the Bureau of Narcotics and Dangerous Drugs, U.S. Department of Education employee, U.S. State Department employee, Art dealer, Journalist, Book dealer, Hotel and motel employee, Flight attendant, Pilot, Ticket agent, Exchange program coordinator, Travel agent, Tour conductor. Language Courses and Levels Chinese 1 2 3H 4H 5H AP Chinese French 1 2/2H 3/3H 4/4H 5H AP Language AP Literature German 1 2/2H 3/3H 4/4H 5/5H AP German Japanese 1 2/2H 3H 4H 5H AP Japanese Latin 1 2/2H 3/3H 4H AP Latin Spanish 1 2/2H 3/3H 4/4H 5H AP Spanish Language AP Spanish Literature Spanish for 1 2 Spanish Speakers H = Honors STEM: Science and Math SCIENCE Philosophy In , the state of Georgia will implement the Georgia Standards of Excellence in Science in Biology, Physical Science, Chemistry, Physics, Earth Science, and Environmental Science. These standards will focus on 3-Dimensional learning which incorporates science content, crosscutting concepts, and science & engineering practices as outlined in A Framework for K-12 Science Education (2011). Notable changes in the standards include student engagement in science and engineering practices such as designing and carrying out investigations, developing and using models, analyzing data, and constructing arguments. Each standard begins with the science practice, obtain, evaluate and communicate which emphasizes the importance of students gathering, reasoning, and communicating about scientific concepts and data. Scientific phenomena such as floating magnets, weather balloons, silt fences, and types of cookware to anchor units of study. Fulton County believes every aspect of science education encountered by students should enhance their understanding of science; enabling them to become environmentally, scientifically, and technologically literate citizens. Goals Revised August 3, 2017 Page 30

31 Fulton County Schools goals for science education are consistent with those that underlie A Framework for K-12 Science Education (2011) and the Georgia Standards of Excellence. They are designed to provide foundational knowledge and skills for all students to develop proficiency in science. Engage and explore scientific concepts through science and engineering practices; Experience the richness and excitement of knowing about and understanding the natural world; Use appropriate habits of mind and understandings of the nature of science and scientific principles in making personal decisions; Engage intelligently in public discourse and debate about matters of scientific and technological concern; and Increase their economic productivity through their knowledge, understanding, and skills as a scientifically literate person in their careers. Graduation Requirements All students since are required to have four credits of science for graduation. Students must take a year-long course of biological science (biology or AP Biology), physical science (physical science, physics, or AP physics), and chemical science (earth systems, environmental science, chemistry or AP chemistry), and choose the fourth credit course from the science course list below. Certain CTAE courses can also be considered fourth science credit courses. Please reference your school's course catalog to determine your school's science course offerings. High School Overview At each grade level, content core ideas are integrated with science and engineering practices and crosscutting concepts. The science and engineering practices, content, and crosscutting concepts are used throughout K-12 science courses and build towards a progressively deeper understanding of the dimensions as students progress through the years. Hands-on, student-centered, and inquiry-based approaches should be the emphasis of instruction. 3-Dimensions of Science Science & Engineering Practices Asking questions and defining problems Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and information and computer technology Developing explanations and designing solutions Engaging in argument from evidence Obtaining, evaluating, and communicating information Crosscutting Concepts Patterns Cause and effect Scale, proportion and quantity Systems and system model Energy and matter Structure and function Stability and change Crosscutting concepts are used to help scientists organize scientific information. Biology Science Content Core Ideas Students explore biological science by engaging in science and engineering practices and crosscutting concepts to better understand cellular structure and the role these structures play in living cells; develop an understanding of the role bio- Revised August 3, 2017 Page 31

32 Chemistry Physical Science Physics Earth Systems Environmental Science macromolecules to life processes; analyze how genetic information is passed on to offspring and how these mechanisms lead to diversity of species; use cladograms and phylogenetic trees to determine relationships among major groups of organisms; and recognize the role of the theory of evolution in explaining how the diversity observed within species has led to the diversity of life across species through a process of descent with adaptive modification. Students explore chemical science by engaging in science and engineering practices and crosscutting concepts to better understand more abstract concepts such as the structure of atoms, structure and properties of matter, the conservation and interaction of energy and matter, and the use of Kinetic Molecular Theory to model atomic and molecular motion in chemical and physical processes; use the periodic table to help with the identification of elements with particular properties, recognize patterns that lead to explain chemical reactivity and bond formation; apply the IUPAC nomenclature in order to predict chemical names for ionic (binary and ternary), acidic, and inorganic covalent compounds, and conduct experiments to manipulate factors that affect chemical reactions. Students explore physical science by engaging in science and engineering practices and crosscutting concepts to better understand abstract concepts such as the conceptualization of the structure of atoms and the role they play in determining the properties of materials, motion and forces, the conservation of energy and matter, wave behavior, electricity, and the relationship between electricity and magnetism; the idea of radioactive decay is limited to the understanding of whole half-lives and how a constant proportional rate of decay is consistent with declining measures that only gradually approach to zero. Students explore physical science by engaging in science and engineering practices and crosscutting concepts to better understand more abstract concepts such as nuclear decay processes, interactions of matter and energy, velocity, acceleration, force, energy, momentum, properties and interactions of matter, electromagnetic and mechanical waves, and electricity, magnetism and their interactions. Students investigate physics concepts through experiences in laboratories and field work using the science and engineering practices. Students explore earth science by engaging in science and engineering practices and crosscutting concepts to better understand Earth systems the atmosphere, hydrosphere, geosphere, and biosphere interact through time to produce the Earth s landscapes, ecology, and resources. These standards engage the students in constructing explanations of phenomena fundamental to the sciences of geology and physical geography, including the early history of the Earth, plate tectonics, landform evolution, the Earth s geologic record, weather and climate, and the history of life on Earth. Instruction should focus on development of scientific explanations, rather than mere descriptions of phenomena. Case studies, laboratory exercises, maps, and data analysis should be integrated into units. Special attention should be paid to topics of current interest (e.g., recent earthquakes, tsunamis, global warming, price of resources) and to potential careers in the geosciences. Students explore environmental science by engaging in science and engineering practices and crosscutting concepts to better understand the many components of our environment, including the human impact on our planet. Students investigate the flow of energy and cycling of matter within ecosystems, and evaluate types, availability, allocation, and sustainability of energy resources. Instruction should focus on student data collection and analysis from field and laboratory experiences. Some concepts are global; in those cases, interpretation of global data sets from scientific sources is strongly recommended. Revised August 3, 2017 Page 32

33 Career Opportunities Aerospace engineer Agricultural scientist Animal caretaker Architect Astronomer Audiologist Biologist Botanist Chemical engineer Chemist Chiropractor Civil engineer Clinical lab technician Coroner Conservation scientist Dental hygienist Dentist Dietitian EKG technician Ecologist Electrical Engineer Emergency medical technician Engineer Forest ranger Gardener Geologist Health therapist Home economist Industrial engineer Landscape architect Mechanical engineer Medical assistant Mechanical engineer Medical assistant Meteorologist Mining engineer Nuclear engineer Nuclear medicine technologist Nurse Nurse s aide Nutritionist Oceanographer Optician Optometrist Petroleum engineer Pharmacist Physical scientist Physical therapist Physician Physician assistant Physicist Podiatrist Psychiatric aide Psychologist Radiologic technologist Recreational therapist Respiratory therapist Speech pathologist Surgical technician Surveyor Veterinarian Science Courses Biology Human Anatomy/Physiology Physical Science Biology H Human Anatomy/Physiology H Physical Science H AP Biology Chemistry Physics Environmental Science Chemistry H AP Physics 1 AP Environmental Science AP Chemistry AP Physics 2 Botany Organic Chemistry H/M AP Physics C Mechanics Earth Systems Astronomy AP Physics C Electricity & Magnetism Revised August 3, 2017 Page 33

34 Mathematics Philosophy Mathematics permeates all sectors of life and occupies a well-established position in curriculum and instruction. Schools must assume responsibility for empowering students with the mathematical skills necessary for functioning in and contributing to today's complex society. Instruction should emphasize the application of mathematics to real world problems; allow the use of calculators and computers as tools in problem-solving, and allow students to develop their own mathematical understanding using concrete materials. Goals The goals of the 9-12 mathematics program are to: Meet the needs of individual students; Build students' appreciation of mathematics and its relationship to other disciplines; Promote students' confidence in their own mathematical abilities; Assist students in becoming mathematical problem-solvers; Provide opportunities for students to communicate their ideas about mathematics; Develop students' mathematical reasoning skills; Enable students to utilize calculators and computers as problem-solving tools; Encourage participation in learning with others; Develop concepts and skills measured on standardized tests; Prepare students for success in their post-secondary pursuits; Enable parents to understand and support the program. Curriculum Content for High School Mathematics Fulton County Schools implements the Georgia Standards of Excellence (GSE) for mathematics. Fulton County follows the discrete or traditional pathway of Algebra I, Geometry, Algebra II and Pre-Calculus. The vision for this mathematics curriculum is achieving a balance among concepts, skills, and problem solving. Direct instruction lessons provide students with standards-based instruction from their teachers at the beginning of new lessons followed by opportunities for practice through classwork and homework. The curriculum stresses rigorous concept development, presents realistic and relevant applications, and keeps a strong emphasis on computational skills. The Georgia Standards for Excellence for mathematics are organized into content standards and standards for mathematical practice. The content standards for high school are organized into five strands: number and quantity, geometry, statistics and probability, algebra, and functions. The standards for mathematical practice are an essential part of learning for all students. Students will use the practice standards as a way of acquiring and using content knowledge. At each grade, there are eight practice standards that emphasize problem solving, reasoning, representation, modeling, connections and communication. These strands are consistent throughout the K-12 Mathematics Curriculum. Career Opportunities Accountant Dentist Nurse Actuary Dietitian Nurse s aide Aerospace engineer Economist Nutritionist Agricultural scientist EEG technologist Oceanographer Architect EKG technician Operations research analyst Astronomer Electronics engineer Optician Attorney Emergency medical Optometrist technician Audiologist Engineer Petroleum engineer Chemical engineer Gardener Pharmacist Chiropractor Geologist Physical scientist Civil engineer Industrial engineer Physical therapist Chemist Landscape architect Physician Revised August 3, 2017 Page 34

35 Clinical lab technologist Mechanical engineer Physician assistant Clinical lab technician Medical assistant Physicist Computer scientist Medical record technical Podiatrist Coroner Metallurgical engineer Radiologic technologist Cosmetologist Meteorologist Recreational therapist Cryptologist Mining engineer Research Scientist Dental assistant Nuclear engineer Statistician Dental hygienist Nuclear medicine technologist Surveyor Courses (CR - Credit Recovery) Algebra I Algebra I (CR) Accelerated Algebra I/Geometry A Hono rs CCGPS Coordinate Algebra (CR) Geometry Geometry (CR) Accelerated Geometry B/Algebra II Honors CCGPS Analytic Geometry (CR) Algebra II CCGPS Advanced Algebra (CR) Algebra II (CR) Pre-Calculus Accelerated Pre-Calculus Honors Pre-Calculus (CR) AP Calculus AB AP Calculus BC AP Statistics Advanced Mathematical Decision Making Mathematics of Finance Mathematics of Industry and Government Multivariable Calculus II/III Distance Learning with Georgia Tech (for information please contact Georgia Tech Admission office by phone at or go to the web site Fine Arts: Art, Music, and Theater Art Education In the spring of 2017, The GA DOE adopted new K -12 Visual Art Standards as well as added visual art courses. Fulton County is in the process of re-wiring the art curriculum to align to the new standards as well as developing the criteria for new course options. The new curriculum will be piloted in school year and become the new Fulton County Art Curriculum in school year. Philosophy It is our mission to create the next generation of fine artsists, fine arts appreciators, fine art critics and fine art patrons. Revised August 3, 2017 Page 35

36 An aim of schooling is to transmit the cultural heritage. The visual arts are a significant and enduring aspect of the cultural heritage. We believe that the study of art is a means of understanding human ideals and aspirations, and for appreciating the heroic, comic and tragic in human affairs. We believe art education should be provided as a regular, sequential, planned program of instruction that integrates the study of art history, art criticism, art production and aesthetics. Goals Meaning and Creative Thinking (MC) - Students develop creativity, critical-thinking, perceptual awareness, and problem solving skills through this critical and creative exposure to artworks. Students engage in aesthetic dialogue, considering essential questions of art, making effort toward constructing meaning as they encounter and produce works of art. Evidence may be documented through journal-keeping, brainstorming lists, project development, and in the course of conversations. Contextual Understanding (CU) - Students recognize the impact of art on history and different cultures and how history and culture have influenced art. Students plan for and participate in a variety of activities that promote personal engagement and deep knowledge in the study of art history and culture. Production (PR) - Experiencing the role of the artist, students apply media, techniques, and processes working toward development of sufficient skill, confidence, and sensitivity to carry out their intentions in their artwork. Through experience in a range of art processes, use of a variety of materials, and development of a repertoire of techniques, students learn to communicate ideas. Media/techniques should include, but are not limited to, drawing, painting, sculpture, ceramics, fiber arts, printmaking, and digital media art techniques. Students should be engaged in well-rounded studio art experiences. Assessment and Reflection (AR) - Students learn to describe and assess the materials, techniques, and processes used to complete a finished artwork. They demonstrate the ability to reflect upon and interpret the construction of meaning in their own work and the work of others. Interacting with peers, they express and validate personal viewpoint and offer constructive criticism. Connections (C) - Students make connections from the world of art to other areas of learning and personal endeavor. Students derive inspiration for art from a variety of content areas. They inform their study and production of art by integrating information and skills from other disciplines and areas of knowledge such as math, reading, English Language Arts, social studies, science, world languages, music, dance, theater, physical education, career awareness, and technology into his or her artwork. Assessment of Art Education Assessment of art education is integral and essential to teaching and learning about the arts. Tests, written art criticism, and application and demonstration of skills are common means for evaluation. When we can test, we should test; when a test is not the best way to determine learning and growth of students, other means of assessment are designed and employed. Self-evaluation by students, journals, critiques, creative production and portfolios offer additional ways to discern growth and learning in art. Career Opportunities Environmental Planning & Development: architecture, landscaping, city planning, interior design, display design... Commercial Art & Design: graphic design, computer graphics, fashion design, industrial design: package, product, toy, furniture, automobile, communications, photographic Entertainment & the Media: film, television, the theater, stage design, editorial design, illustration photography... Fine Artist: painter, sculptor, printmaker, photographer, computer artist... Craftsman: ceramics, jewelry, fabric, weaving, textiles... Revised August 3, 2017 Page 36

37 Art & Education: art teacher/instructor/supervisor, art historian, art/architectural critic, art journalist... Museums and Galleries: museum director/curator, conservator, restorer, gallery owner/director/ dealer/agent... Specialists: art therapist, police artist, court artist, medical illustrator... ART COURSES Visual Art/Comp 1* Graphic Design 1 Photographic Design 1 Visual Art/Comp 2 Graphic Design 2 Photographic Design 2 Visual Art/Comp 3 Digital Design Projects 1 Photographic Design 3 Visual Art/Comp 4 Digital Design Project 2 Photographic Design 4 Art History 1 Drawing & Painting 1 Sculpture 1 Art History 2 Drawing & Painting 2 Sculpture 2 Ceramics 1 Jewelry & Metalcrafts 1 Sculpture 3 Ceramics 2 Printmaking 1 Sculpture 4 Ceramics 3 Printmaking 2 Computer Art 1 Ceramics 4 AP History of Art Computer Art 2 AP Studio Art: Drawing AP Studio Art: 2-D Design Portfolio Portfolio AP Studio Art: 3-D Design Portfolio *Visual Art/Comp 1 is a prerequisite for all other art courses. Magnet Levels of Regular Art Courses Music is Art - Art is Life Music Education Philosophy The study of music is important to one's aesthetic, emotional, academic, physical and social growth, and is a significant part of the cultural heritage of all peoples. Through music, individuals have the opportunity to develop keener insights into the dignity and worth of people, to enjoy a more humanized educational environment, and to grow intellectually and artistically. Each student is unique and should learn to make independent judgments and informed choices with regard to personal needs. A developmental, sequential and productive music education program encourages self-directed learning and creativity. Past musical experiences enable students to build a value system, which is applied to new musical experiences. If education is to be defined as the development of the total individual or the total personality, we believe music is an essential component of the education process, for music is a basic dimension of life. Goals Support students in building a lifelong relationship with music as consumers, producers and performers Stimulate and expand aural, physical and visual senses Provide opportunities for all students to have some knowledge of music as well as providing certain students the opportunity for specialized and advanced study Help students perceive the value in the study of music Broaden pre-existing foundations of music experiences Aid students in discovering the common areas which exist in music with other arts and academics Provide students with a means for understanding and appreciating our cultural heritage, and to Revised August 3, 2017 Page 37

38 broaden the understanding of music in other cultures Provide opportunities through music for students to find satisfaction in their accomplishments both individually and collectively Foster within the student a respect for the opinion of others High school course offerings include performance and non-performance classes designed to challenge students of all experiences and backgrounds. Performance courses may involve outside of school time rehearsal requirements that must be met to receive grade credit. Numerous additional performance opportunities for students are offered through high school music programs including: Atlanta Youth Symphony Orchestra, All-State Band or Orchestra, Atlanta Youth Wind Symphony, Metropolitan Atlanta Youth Wind Ensemble, Georgia Music Educators Association events, etc. Career Opportunities Professional Musician: conductor, composer, arranger, performer, military musician, copyist, studio musician, freelance artist, and symphony musician Educator: school music teacher, private music teacher, college professor, music therapist, and music supervisor/administrator Business and Industry: manager, booking agent, retailer, salesperson, manufacturer, repair person, lawyer, publisher, piano tuner, union contractor, graphics designer, public relations, director Films and Media: producer, engineer, director, actor, critic, editor, radio-television announcer, and film score composer Religion: organist, cantor, minister of music, youth director and choir director Music Courses Beginning Chorus I, II, III, IV Intermediate Chorus I, II, III, IV Advanced Chorus I, II, III, IV Beginning Women s Chorus I, II, III, IV Advanced Women s Chorus I, II, III, IV Beginning Men s Chorus I, II, III, IV Advanced Men s Chorus I, II, III, IV Chamber Music I, II, III, IV Guitar Techniques I, II, III, IV International Baccalaureate Non-Performing Courses Music Theory I, II Music Appreciation I, II, III, IV AP Music Theory Music Technology I, II, III, IV Musical Theatre I, II, III, IV Dramatic Arts/Musical Theater I, II, III, IV Beginning Band I, II, III, IV Advanced Band I, II, III, IV Advanced Jazz I, II, III, IV Beginning Orchestra I, II, III, IV Advanced Orchestra I, II, III, IV Keyboard Techniques I, II, III, IV Percussion Laboratory I, II, III, IV Magnet Courses Mastery Band I, II, III, IV M Keyboard Mastery Class I, II, III, IV M Mastery Mixed Chorus I, II, III, IV M Mastery Orchestra I, II, III, IV M Magnet levels of regular music courses Revised August 3, 2017 Page 38

39 Theater Education Philosophy As one of the oldest forms of education theatre provides people with opportunities for empathetic and self-reflection through observation and analysis which culminate in live performances that foster creativity, self- expression, confidence and active communication. The process of creating a theatrical performance requires artists to engage in the highest levels of thinking. Goals The goal of theatrical education in Fulton County is two-fold I. We provide the tools and opportunities to engage in increasingly higher levels of student understanding and mastery in the categories of: Theatrical Analysis Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media Critiquing various aspects of theatre and other media using appropriate supporting evidence Theatrical Performance and Execution: Developing scripts through improvisation and other theatrical methods Designing and executing artistic and technical elements of theatre Directing by conceptualizing, organizing, and conducting rehearsals for performance Acting by developing, communicating, and sustaining roles within a variety of situations and environments II. The other function of theatrical education in the larger context of educating the whole student is to combat compartmentalization of knowledge in other disciplines by making cross curricular and real world connections through: Researching cultural and historical information to support artistic choices Integrating various art forms, other content areas, and life experiences to create theatre Examining the roles of theatre as a reflection of past and present civilizations Exploring the business of theatre Engaging actively and appropriately as an audience member in theatre and other media experiences Career Opportunities Industry: Theatrical Actor, Film Actor, Voice Over, Narrator, Clown, Improv Artist, Dancer, Singer, Director, Dramaturg, Playwright, Artistic Director, Stage Manager, Publicity, House Manager, Ticketing, Education Outreach, Casting Director, Location Scout, Scenic Designer, Technical Director, Scene shop supervisor, Theatre Carpenter, Scenic Painter, Props Master, Props Builder, Costume Designer, Costume Shop Supervisor, Cutter Draper, First Hand, Stitcher, Make-up Artist, Wig Artist, Lighting Designer, Light Technician, Master Electrician, Light Board Operator, Rigger, Sound Designer Education: Theatre Teacher, College Professor, Private Coach, Theatrical Therapy and Social Work, Activist Related: Lawyer, Public Relations, Public Speaker, Counseling, Teacher Revised August 3, 2017 Page 39

40 Theater Courses Fundamentals of Theatre 1 Fundamentals of Theatre 2 Acting I Acting 2 Acting 3 Advanced Drama 1 Advanced Drama 2 Advanced Drama 3 Musical Theater 1 Musical Theater 2 Musical Theater 3 Musical Theater 4 Technical Theater 1 Technical Theater 2 Technical Theater 3 Technical Theater 4 Theater Literature 1 Theater Literature 2 Theater Marketing Health & Physical Education Philosophy In Fulton County Schools, we believe a developmentally appropriate and comprehensive experience in health and physical education is essential for meeting the diverse needs of all students. Quality health and physical education programs foster growth and development through the cognitive, psychomotor, and affective learning domains. Physical education emphasizes skill-development, physical activity, health and skill-related fitness components, and lifetime enjoyment for being actively engaged in physical activity. By the end of high school, students will be college and career ready to demonstrate and describe key concepts associated with successful participation in physical activity for a lifetime. Students will be able to plan and implement different types of personal fitness programs; participate in lifetime activities; and model responsible behaviors while engaged in physical activity. Health Education Health education is an important part of the curriculum in Fulton County Schools. Health education is a graduation requirement and built on a comprehensive approach with each of the following components covered during the semester: Personal health and wellness; mental and emotional health; healthy eating; tobacco; alcohol and other drugs (including ADAP); violence prevention; human sexuality education; and safety and first aid. Fulton County Schools will offer growth and development and human sexuality/hiv/aids education units to all students enrolled in a health course beginning in fifth grade. By state mandate, all public school systems in Georgia must include human sexuality as one facet of the comprehensive health education program. Our school system believes that all students should be equipped with factually accurate and appropriate information about these topics. Students who are armed with the facts are better informed to make healthy decisions. All content and instruction is implemented with sensitivity and are abstinencebased. However, the instruction that occurs in our schools should complement what is being taught at home and your values and expectations should be made very clear to your children. Human sexuality education will focus on dating, refusal skills, developing healthy relationships, prevention of sexually-transmitted diseases and unwanted pregnancy with a focus on abstinence. Parents have the option of removing their child from the human sexuality unit at each grade level. Parents may review materials used in the course, talk with the teacher, and make an informed decision about Revised August 3, 2017 Page 40

41 their child s participation. Parents must notify the school in writing if they choose to remove their child from the unit. PERSONAL HEALTH AND WELLNESS MENTAL AND EMOTIONAL HEALTH FULTON COUNTY SCHOOLS HIGH SCHOOL HEALTH CURRICULUM Health as combination of physical, mental/emotional, and social well-being. HE HS.1 Basic components of physical fitness. HE HS.1 Understanding sports activities and lifestyle activities. HE HS.1 Identify the health-related and skill-related components of Fitness. HE HS.1 Recognize and describe the relationship between life style choices such as poor eating habits, exposure to sun, lack of sleep, and lack of exercise can lead to chronic diseases such as heart disease, cancer, diabetes, and hypertension. HE HS.1 Identify how common infectious illnesses are transmitted by food, air, indirect contact, and person to person contact. HE HS.1 Explain why health screenings, immunizations, and checkups are necessary to maintain good health. HE HS.1, HE HS.5 Identify personal strategies for hearing loss due to loud sounds and avoiding vision damage. HE HS.1 Recognize that family and friends can influence healthy and unhealthy practices. HE HS.2 Identify ways the media, including advertisements, influence the selection of personal health care products. HE HS.2 Identify ways to access information about preventing common infectious, lifestyle choice diseases, and health care screening information. HE HS.2 Explain how popular trends that result in potential health problems, such as body piercing and tattooing. HE HS.2 Understand the benefits of exercise to your physical health. HE HS.3 Be able to calculate target heart rate range. HE HS.3 Understand that there are appropriate ways to talk to someone about personal health problems, issues, and concerns. HE HS.4 List health-related factors to consider when choosing health products. HE HS.5 Identify ways to improve personal health practices. HE HS.6 Identify the principles of an effective workout. HE HS.7 Explain the types and treatment of minor (PRICE method) and major exercise related injuries. HE HS.7 Identify ways to support friends and family who are trying to maintain or improve health practices. HE HS.8 Assessing your mental fitness. HE HS.1 Describe characteristics of a mentally and emotionally healthy person. HE HS.1 Identify the characteristics of someone who has self-respect. HE HS.1 Explain the interrelationship of physical, mental, emotional, social, and spiritual health. HE HS.1 Describe how to choose, recognize, build and maintain healthy family, peer, and dating relationships. HE HS.1 Assessing the effects of relationships on your total health. HE HS.1 Explain the causes, symptoms, and effects of stress, anxiety, and depression. HE HS.1 Identify feelings and emotions associated with loss and grief. HE HS.1 Recognize personal stressors, the body s physical and psychological responses to stress, and effective strategies for dealing with stress. HE HS.1 Understand the three stages of the body s stress response. HE HS.1 Understand mental disorders. HE HS.1 Analyze how ethnic and cultural diversity both enriches and challenges society. HE HS.2 Analyze who socio-economic influences affect mental and emotional health. HE HS.2 Identify ways of coping healthfully with your emotions. HE HS.2 Identify symptoms that make it necessary to seek help for mental and emotional health problems, such as depression, anxiety. HE HS.3 Identify school and community resources to help with mental and emotional health concerns. HE HS.3 Recognize the hierarchy of needs. HE HS.3 Recognize negative peer influence. HE HS.3 Revised August 3, 2017 Page 41

42 HEALTHY EATING TOBACCO Distinguish different communication skills necessary to express personal needs, wants, feelings, and personal values appropriately. HE HS.4 Differentiate healthy ways to express affection, love, friendship, and concern. HE HS.4 Describe how mental and emotional health can affect health-related behaviors. HE HS.5 Describe how one would change their own behavior to spend more time with people who engage in positive behaviors and less time with people who engage in negative behaviors. HE HS.6 Identify personal stressors and explore techniques for managing the. HE HS.6 Explain how to set goals to prevent and manage difficult relationships. HE HS.6 Identify appropriate ways to accept and carry out personal, family, and community responsibilities. HE HS.7 Evaluate effective and respectful advocacy strategies in support of the needs and rights of others, such as diversity, object to teasing of peers based on body type or other personal characteristics. HE HS.8 Explain why the recommendations of the dietary guidelines are useful for Americans and evaluate your daily eating habits. HE HS.1 Understanding nutrients. HE HS.1 Analyze the relationship between proper nutrition and overall health. HE HS.1 Explain the connection between calorie intake, physical activity, and weight control. HE HS.1 Analyze the relationship between a proper diet and chronic diseases such as heart disease, cancer, diabetes, hypertension, and osteoporosis. HE HS.1 Analyze the relationship between proper nutrition and percentage of body fat. HE HS.1 Identify food sources that provide key nutrients. HE HS.1 Explain the adverse effects of not drinking water before, during, and after physical activity. HE HS.1 Identify the benefits of eating a variety of the appropriate foods to meet daily nutrient and calorie needs. HE HS.1 Identify how to make a vegetarian diet healthy. HE HS.1 Explain the effects of eating disorders on healthy growth and development. HE HS.1 Analyze how personal values, feelings, family, peers, media, and school policy influence food choices and eating behaviors. HE HS.2 Differentiate between accurate and inaccurate nutritional information. HE HS.3 Analyze claims of performance-enhancing drugs and nutritional supplements on performance in physical activities. HE HS.3 Describe various interpersonal skills to help deal with negative peer influences on healthy eating. HE HS.4 Recognize positive outcomes from choosing healthy foods and the consequences of an unhealthy diet. HE HS.5 Evaluate food intake in relation to the dietary guidelines for American. HE HS.6 Describe how to make a personal commitment and goals to achieve a healthier diet and weight management. HE HS.6 Evaluate the healthier food choices, such as portion size, fast food, snacks, breakfast, water, fiber, less fat, less sugar, less salt. HE HS.7 Identify ways to support and educate others to make healthy eating choices at home, school, and in the community. HE HS.8 Understand the short and long term physical and psychological effects of tobacco use. HE HS.1 Understand the negative effects of smoking and smokeless tobacco on the teeth, mouth, on the circulatory system, respiratory system, and lungs. HE HS.1 Understand the link between smoking tobacco and sterility, pregnancy, asthma, second and third hand smoke. HE HS.1 Identify the variety of tobacco products; added chemicals, the addictions and hazards to one s health. HE HS.1 Identify the social, economic, and cosmetic consequences of tobacco use. HE HS.1 Understand the relationship between tobacco use and using alcohol and other drugs. HE HS.1 Understand why using tobacco is an unhealthy way to manage stress. HE HS.1 Identify the barriers one might face to avoid secondhand or third hand smoke. HE HS.2 Identify strategies that media, advertisements, use to encourage or discourage the use of tobacco products. HE HS.2 Describe how personal, family, and societal values influence decisions about tobacco use. HE HS.2 Revised August 3, 2017 Page 42

43 ALCOHOL AND DRUGS Students will need to pass the Alcohol, Drug & Awareness Program (ADAP) to receive their Georgia driving permit. Certificates will be given to students at the end of the semester. VIOLENCE PREVENTION Demonstrate the ability to access valid information about tobacco products, and their effects on one s physical, mental, and social health. HE HS.3 Identify sources of assistance to help prevent and/or stop tobacco use. HE HS.3 Demonstrate verbal and non-verbal ways to refuse tobacco use. HE HS.4 Understand that health skills (communication skills, refusal skills, goal-setting, and decision-making skills) can be used to help one set personal limits about tobacco-use, and maintain a tobacco-free environment. HE HS.5, HE HS.6 Identify the proven immediate benefits to abstaining from, or the cessation of use of tobacco products. HE HS.7 Explain how one would advocate for a smoke-free environment. HE HS.8 Differentiate between proper use and abuse of over-the-counter and prescription medicines. HE HS.1 Summarize the harmful short-term and long-term physical, psychological, and social effects of using alcohol and other drugs. HE HS.1 Describe the harmful effects of binge drinking. HE HS.1 Describe the effects of using alcohol and other drugs on job performance, job absenteeism, and job loss. HE HS.1 Analyze the relationship between alcohol and other drugs, as it relates to unintentional injuries, violence, suicide, sexual risk behaviors, and tobacco use. HE HS.1 Analyze the relationship between alcohol and other drug use to the major causes of death and disease in the US. HE HS.1 Explain the effects of alcohol and other drug use during pregnancy. HE HS.1 Summarize why alcohol or other substance use is an unhealthy way to manage weight or stress. HE HS.1 Analyze why individuals choose to use or not use alcohol and other drugs. HE HS.1 Summarize the relationship between intravenous drug use and transmission of blood-borne diseases, such as HIV and hepatitis. HE HS.1 Evaluate the importance of not riding with a driver who has been using alcohol or other drugs. HE HS.1 Analyze the dangers of driving while under the influence of alcohol or other drugs. HE HS.1 Describe how personal values and family values influence decisions about alcohol or other drug use. HE HS.2 Analyze the social norms conveyed in the media related to alcohol and other drugs. HE HS.2 Demonstrate the ability to access, and use, school and community resources for preventing and treating alcohol and other drug use. HE HS. 3 Identify adults (parents, teacher, and healthcare provider) who can provide accurate information, counseling, and other services related to alcohol and other drug use and abuse. HE HS.3 Describe the importance of using health skills (communication skills, refusal skills, goal-setting, and decision-making skills) when pressured to use alcohol and other drugs. HE HS.4 Examine the situations that could lead to the use of alcohol and other drugs; and describe positive alternatives to use in those situations. HE HS.5 Discuss how personal goals can be affected by alcohol and other drug use. HE HS.6 Analyze the influence of alcohol and other drug use on judgement, self-control, and behavior. HE HS.7 Discuss how personal decisions and goals can be affected by alcohol and other drug use. HE HS.7 Identify ways to advocate for alcohol and drug free behavior in an attempt to persuade other young people not to use or abuse alcohol and other drugs. HE HS.8 Analyze situations that could lead to different types of violence (bulling, verbal abuse, hazing, physical assault/fighting, dating violence, acquaintance rape, sexual assault, family violence). HE HS.1 Analyze short and long term consequences of violence to perpetrators, victims, and bystanders. HE HS.1 Summarize why the presence of weapons increases the likelihood of violent injury. HE HS.1 Analyze how changes in individual behaviors, the environment, or characteristics of products can interact to cause or prevent violence. HE HS.1 Analyze the consequences of prejudice, discrimination, racism, sexism, and hate crimes. HE HS.1 Analyze the relationship between using alcohol and other drugs and violence. HE HS.1 Revised August 3, 2017 Page 43

44 HUMAN SEXUALITY EDUCATION Analyze why it is important to understand the perspectives of others in resolving a conflict situation. HE HS.1 Describe ways to express anger in a healthy way. HE HS.1 Analyze how mental and emotional health can affect health-related behaviors. HE HS.1 Describe characteristic of the school or community that can increase or decrease the likelihood of violence. HE HS.1 Summarize the qualities of a healthy dating relationship. HE HS.1 Analyze the signs and symptoms of people who are in danger of hurting themselves or other and why it is important to tell an adult. HE HS.1 Recognize that media messages often normalize violence, and can influence one s behavior. HE HS.2 Describe how personal values and feelings influence choices. HE HS.2 Discuss the influence of family, peers, and society on violent behavior. HE HS.2 Demonstrate the ability to access resources that provide accurate information about sexual assault and sexual violence. HE HS.3 Demonstrate ways to seek help if people are in danger of hurting themselves or others. HE HS.3 Demonstrate effective strategies for resolving conflicts with others in nonviolent ways. HE HS.4 Describe the benefits of choosing nonviolent behavior to solve interpersonal conflict. HE HS.5 Understand how health skills (communication skills, refusal skills, goal setting, and decision making skills) can be used to prevent conflict and violent behavior. HE HS.6 Demonstrate ways to seek help if people are in danger of hurting themselves or others. HE HS.7 Demonstrate effective strategies for resolving conflicts with others in nonviolent ways. HE HS.7 Identify ways to advocate for a positive and respectful school environment that prevents or stops bullying, harassment, and violence. HE HS.8 Identify healthy ways to express affection, love, friendship, and concern. HE HS.1 Discuss why it is an individual s right and responsibility to refuse unwanted sexual contact. HE HS.1 Summarize impulsive behaviors and strategies for controlling them. HE HS.1 Summarize how HIV and common STI s are transmitted. HE HS.1 Explain the basic side effects and treatments for STI s. HE HS.1 Explain the importance of setting personal limits to avoid risky sexual behavior. HE HS.1 Identify the potential consequences of participating in sexual risk behaviors on physical, emotional, and social health. HE HS.1 Analyze the factors that contribute to one engaging/not engaging in sexual behaviors. HE HS.1 Describe the importance of shared responsibilities for avoiding sexual activity and preventing sexual risk behaviors that could lead to the transmission of HIV/STI or pregnancy. HE HS.1 Explain the effects of alcohol and other drug use during pregnancy. HE HS.1 Discuss how family, peers, and societal norms/beliefs can influence healthy and unhealthy sexual behaviors. HE HS.2 Discuss peer pressure among teens to be sexually active. HE HS.2 Demonstrate the ability to access resources that provide accurate information about sexual assault and sexual violence. HE HS.3 Summarize when it is necessary to seek help for concerns about STI s. HE HS.3 Discuss how to communicate clear limits on sexual behaviors. HE HS.4 Analyze risks and consequences of early sexual involvement. HE HS.5 Discuss the steps individual should take if they suspect they have contracted an STI. HE HS.5 Discuss health skills (communication skill, refusal skills, and decision making process) to set personal limits to avoid risk sexual behavior despite the influence of other factors. HE HS.6 Discuss that individuals have the right to refuse sexual contact. HE HS.7 Identify ways to engage others to promote care, consideration, and concern (HIV, STI). HE HS.8 Revised August 3, 2017 Page 44

45 SAFETY/FIRST AID Identify ways to reduce safety hazards in the home, school, and in the community. HE HS.1 Understand how changes in individual behaviors, the environment, or characteristics of products can interact to cause or prevent injuries. HE HS.1 Describe situations that could lead to unsafe risks that cause injury. HE HS.1 Explain ways to reduce the risk of injuries from participating in sports and other physical activities. HE HS.1 List actions that one would take to prevent injuries during severe weather, mass trauma, fires, accidents, terrorist attack. HE HS.1 Identify behavioral and environmental factors associated with major causes of death in the United States. HE HS.1 Demonstrate the accepted procedures for emergency care and lifesaving, such as CPR, choking, and controlling bleeding. First aid for open wounds, severe burns, snakebites, fractures, sprains, strains, fainting, nosebleeds. HE HS.1 Identify media messages that could be related to injury risks. HE HS.2 Discuss the federal, state, and local laws intended to prevent injuries, such as cell phone use, texting while driving, and cyberbullying. HE HS.2 Understand how technology can reduce injuries. HE HS.2 Identify ways to access accurate sources of information about preventing unintentional injuries in the school, home, and in the community. HE HS.3 Understand how to access a trusted adult who can help someone who may have been injured or poisoned. HE HS.3 Discuss open dating and food additives for improved food safety. HE HS.4 Discuss the positive and negative consequences of decisions related to safety. HE HS.5 Understand the decision making process for responding to emergency situations. HE HS.5 Discuss how personal goals can be affected by injury. HE HS.6 Evaluate risks to your personal health. HE HS.7 Discuss the prevention, symptoms on heat cramps, heatstroke, heat exhaustion, frostbite, hypothermia. HE HS.7 Identify protective equipment, such as eye wear. HE HS.3 Discuss how to influence other s safety behavior. HE HS.8 Describe how to make changes in the home, school, or in the community that would increase safety. HE HS.8 Personal Fitness Students are required to take a semester of personal fitness as part of the graduation requirement. The curriculum includes instruction on exercise safety and injury prevention, weather and climate effects on exercise, physical fitness and health-related fitness components, assessment of personal fitness levels, short and long term goal development, creation and evaluation of self-designed fitness plans, muscular strength and endurance, age-appropriate fitness levels, and nutrition and dietary practices. For safety and hygiene reasons, all students are expected to be dressed safe and appropriately for physical activity. The primary goal of instruction is to improve student fitness levels while demonstrating a positive attitude toward physical self and lifelong physical activity. FitnessGram As part of your child s physical education program and their comprehensive health and physical education plan, individual levels of fitness will be tested using FITNESSGRAM, the state mandated fitness assessment program. The new version of FITNESSGRAM is now a five part comprehensive fitness assessment designed to measure cardiovascular fitness, muscular strength and endurance, flexibility, and body composition. This fitness assessment will be administered to all students in grades 1-12 that are enrolled in a physical education course regardless of age, gender, or ability. Students are encouraged to be self-aware of their health-related fitness and to take responsibility by setting personal fitness goals. Revised August 3, 2017 Page 45

46 When students focus on continually improving their levels of fitness, a positive and lifelong impact can be achieved. As part of this process, your child s height and weight will be confidentially measured and recorded to determine the students Body Mass Index. Parent and/or guardians will receive a copy of their child s FITNESSGRAM score report indicating their body composition, aerobic capacity, abdominal strength, upper body strength, and flexibility at the end of the school year. As the parent of a minor, Georgia law gives you the option of not having your child s height and weight measured at school. If you choose to exempt your child from this portion of the FITNESSGRAM Test, you will need to notify the school and physical education teacher in writing, but you will still receive a copy of the report with this section left blank. Adaptive Physical Education Adaptive services are provided to students with a variety of exceptionalities when it has been determined that the general physical education setting is not the least restrictive environment for the student. Once parent consent had been obtained, the APEAS II learning assessment will be conducted by an adaptive physical education teacher to identify potential students. Qualifying students must have adaptive physical education included in their IEP. Based on the strengths and weaknesses shown by the learning assessment, the adaptive physical education teacher will act as a member of the IEP team to write IEP present levels of performance for physical education along with possible goals which would be addressed during adapted physical education. Special Olympics Special Olympics Georgia invests in people with intellectual disabilities, helping them to develop athletic skills, while also promoting the abilities of the athletes off the field. Fulton County Schools has over 800 registered athletes who train for and compete in competitions throughout the school year. Students who participate in the Special Olympics program must meet the following criteria: 1) 8 years of age or older 2) completed participation form with doctor signature 3) participate in an eight week training program with a certified coach before all competitions 4) has an intellectual disability Students in Fulton County Schools participate in a variety of sports such as bowling; bocce; softball; basketball; volleyball; track and field and tennis. Fulton County Schools Special Olympics coaches encourage all students to be the best they can be by differentiating instruction so that everyone is successful. UNIT I WHY PERSONAL FITNESS FULTON COUNTY SCHOOLS PERSONAL FITNESS CURRICULUM Identify reasons why fitness is an important state and national concern. PE HS.4 Define Health, Wellness, and Physical Fitness. PE HS.4 Describe the factors determining your determining your level of fitness. PE HS.4 Describe the relationship between fitness and lifestyle. PE HS.4 Describe the benefits of participating a regular fitness program. PE HS.6 Identify the ways physical activity helps lower your risk for disease. PE HS.4 Describe the physical activity needed to achieve health and fitness. PE HS.4 Identify ways to make physical activity a lifelong habit. PE HS.6 Identify proper procedures and benefits of warming up and cooling down. PE HS.2 Identify signs of heat related disorders when exercising in hot weather and precautions in cold weather. PE HS.4 Describe the R.I.C.E. method. PE HS.4 Identify common problems associated with exercise. PE HS.2 Revised August 3, 2017 Page 46

47 UNIT II IDENTIFING YOUR FITNESS LEVEL UNIT III TRAINING FOR FITNESS UNIT IV NUTRITION AND WEIGHT CONTROL UNIT V CARDIORESPIRATORY SYSTEM UNIT VI MUSCULAR SYSYTEM UNIT VII FLEXIBILITY SYSTEM UNIT VIII YOUR FITNESS PROGRAM UNIT IX PERSONAL FITNESS FOR LIFE Understand and be able to describe the health-related components of fitness. PE HS.4 Understand why it is important to know your current level of physical fitness; using a variety of tests and activities. PE HS.4 Define the skill-related components of fitness. PE HS.4 Describe how skill-related components of fitness will help you in daily activities. PE HS.6 Understand the principles of training. PE HS.4 Understand how to apply the principles of training to each health-related component of fitness. PE HS. 4 Understand the relationship of good nutrition to achieving a high level of physical fitness. PE HS.4 Identify the six basic nutrients and understand the body needs them. PE HS.4 Understand common dietary issues such as: cholesterol, saturated fat, trans fat, fiber, sugar. PE HS.4 Describe how you can achieve a balanced healthy diet. PE HS.4 Identify health-related problems associated with an abnormal percentage of body fat. PE HS.4 Understand and identify; overweight, over fat, and obesity. PE HS.4 Explain how exercise and diet can help improve and maintain a healthy weight. PE HS.4 Understand the guidelines for achieving a health weight. PE HS.4 Know the importance of cardiorespiratory fitness and how it correlates to good health. PE HS.2 Identify the health-related problems associated with an inadequate level of cardiorespiratory fitness. PE HS.4 Identify the risk factors associated with cardiovascular disease. PE HS. 4 Know how to determine your target heart rate zone. PE HS.3 Know a variety of aerobic activities which promote cardiorespiratory fitness. PE HS.6 Describe the difference in muscular strength and muscular endurance. PE HS.2 Identify the health related problems associated with inadequate muscular strength and muscular endurance. PE HS.2 Understand the effects of exercise on the muscular system. PE HS.4 Know a variety of muscular strength and endurance activities which promote muscular strength and endurance fitness. PE HS.4 Describe why flexibility is important. PE HS.4 Identify health problems which may be related to poor flexibility. PE HS.2 Know a variety of stretching exercises. PE HS.2 Understand the importance of using goal setting to improve your fitness level. PE HS.4 Know how to set specific and realistic short term, intermediate, and long term goals. PE HS.6 Know the importance of basing your fitness program on you individual fitness level. PE HS.6 Be able to design a personal fitness program. PE HS.4, PE HS.6 Know how to maintain your personal fitness program in spite of obstacles that may occur. PE HS.6 Describe the importance of one s lifestyle choices to the attainment of lifetime fitness. PE HS.5,PE HS.6 Describe how physical exercise helps to relieve stress. PE HS.6 Revised August 3, 2017 Page 47

48 General Physical Education General Physical Education I General Physical Education II General Physical Education III General Physical Education IV Theory in Physical Education INTERMEDIATE SPORTS Intermediate Team Sports Intermediate Lifetime Sports Intermediate Track and Field Intermediate Outdoor Education Intermediate Rhythmics and Dance Intermediate Recreational Games Intermediate Gymnastics, Stunts and Tumbling PERSONAL FITNESS AND CONDITIONING Personal Fitness Physical Conditioning Aerobic Dance Weight Training Body Sculpting Intermediate Aerobic Dance Exercise & Weight Control Health Education General Health First Aid and Safety Principles of Athletic Training/Sports Medicine Health and Physical Education Courses INTRODUCTORY SPORTS Introductory Team Sports Introductory Lifetime Sports Introductory Track and Field Introductory Outdoor Education Introductory Rhythmics and Dance Introductory Recreational Games Introductory Gymnastics, Stunts and Tumbling ADVANCED SPORTS Advanced Team Sports Advanced Lifetime Sports Advanced Track and Field Advanced Outdoor Education Advanced Rhythmics and Dance Advanced Recreational Games Advanced Gymnastics, Stunts and Tumbling ADVANCED PERSONAL FITNESS AND CONDITIONING Advanced Aerobic Dance Advanced Personal Fitness Advanced Physical Conditioning Advanced Weight Training Advanced Body Sculpting Advanced Exercise and Weight Control Adaptive PE Adaptive Physical Education I Adaptive Physical Education II Adaptive Physical Education III Adaptive Physical Education IV Career, Agricultural and Technical Education Philosophy The mission of Fulton County Career, Agricultural and Technical Education (CTAE) is to engage students in rigorous and relevant learning so that 100% of all students enrolled in CTAE courses are college and career ready. Goals CTAE provides real world experience to students by focusing on employability skills, technology trends, and industry needs. These are incorporated into several aspects of the CTAE experience by: Engaging students in cutting-edge, grade-appropriate career exploration and preparation opportunities. This includes guest speakers, job shadowing, and internships that provide authentic experiences for the student's learning and growth. Teaching work-ethics that are focused on integrity, sense of responsibility, pride of work, discipline, sense of teamwork, and collaboration that will help prepare students for the workforce. Revised August 3, 2017 Page 48

49 Providing problem-based learning and classroom instruction that encourages critical thinking, innovation, and collaboration. Participating in Career & Technical Student Organizations (CTSOs) like DECA, FBLA, FCCLA, FFA, First Robotics, HOSA, SkillsUSA, and TSA. These inter-curricular organizations offer leadership programs and competitive events which reflect current curriculum standards and competencies for the instructional programs they serve. Students are encouraged to pursue pathway completion, which entails taking a sequence of courses in the same industry cluster. Either during or upon completion of a pathway, students are eligible to take an assessment leading to an industry recognized credential or certification (e.g., Emergency Medical Responder, Microsoft Office Specialist, OSHA & CPR/First Aid Certification). In addition, their participation in CTSOs and work-based learning enables them to leave high school with tangible and marketable skills that documents their capabilities of a greater understanding in their chosen industry of study. Career Opportunities and Pathway Courses Currently, Fulton County Schools offers course studies in the following career clusters: Agriculture, Food and Natural Resources Architecture and Construction Arts, Audio-Video Technology and Communications Business, Management & Administration Education and Training Finance Government and Public Administration Health Science Hospitality & Tourism Human Services Information Technology Law, Public Safety, Corrections & Security Marketing Science, Technology, Engineering & Mathematics Transportation, Distribution & Logistics Fulton Schools College & Career Academy The Fulton Schools College & Career Academy is a new Career and Technical Education (CTE) expansion opening fall of The Career Pathways offered include Audio, Video, Technology and Film and Digital Media and Animation; Culinary; Construction; and Aviation. This new program will allow students to complete a pathway in one year and achieve industry credentials as well as participate in internship and job shadowing opportunities. For more information about Career, Technical and Agricultural Education and the specific programs that are offered at each school, please go to Revised August 3, 2017 Page 49

50 Leadership Education Army JROTC The Junior ROTC program is a leadership and character education program of study for students enrolled in grades Leadership education in the Junior ROTC program offers a unique opportunity for students to develop their leadership and managerial skills. Students completing the Leadership Education Army JROTC pathway have unlimited opportunities for post-secondary education or employment in both the public and private sector. A leadership pathway is ideally suited for students interested in pursuing a career in business or public management and administration, Foreign Service, governance, national security, small business development, or human resources. One of the fastest growing areas of employment is in federal service particularly in the areas of leadership positions in the science, technology, engineering and mathematics fields. Leaders must have strong communication skills, work ethics and the ability to develop teamwork and teambuilding skills. In addition to employment in the private sector, numerous leadership opportunities exist for students electing to join the armed forces. There are more than 2,000 career opportunities. High demand fields may include medical, aviation, engineering, maintenance, technology, communications and intelligence. Students interested in pursuing a career as a military officer may enroll in Senior ROTC (college preparation programs). Scholarship opportunities are available for all branches of military service. This program of study will help students build a strong knowledge base of self-discovery and leadership skills applicable to many leadership and managerial situations. Mastery of the Army Junior ROTC standards through project-based learning, service learning and leadership development activities will prepare students for 21 st Century leadership responsibilities. The curriculum focus is reflected in its mission statement, To motivate young people to be better citizens. Desired Learning Outcomes: This program intends to teach students to: Maximize potential for success through learning and self-management Develop leadership skills Incorporate principles of mental and physical wellness into behaviors and decisions Build effective relationships with peers, co-workers, and the community Apply physical and political geography to building global awareness Correlate the rights and responsibilities of citizenship to the purposes of the U.S. government Relate events in U.S. history to choices and responsibilities Americans have today Characterize the role of the military and other national service organizations in building a democracy and maintaining peace in a democratic society. Students are encouraged to participate in the numerous community and service learning projects that are scheduled throughout the school year. The Junior ROTC curriculum is enhanced through extracurricular and co-curricular activities including an annual formal event, competitive and community Color Guard teams, Exhibition and Standard Drill Teams, Raider Challenge Teams (rope bridge building, map reading, orienteering and physical fitness) and Academic Bowl and Leadership Teams. In addition, Junior ROTC programs support Varsity Air Rifle Teams, a Georgia High School Association sanctioned sport. The integration of practical work with theory is fundamental to the program. A selected number of students may participate in an experiential summer leadership development program (JROTC Cadet Leadership Challenge). Students are expected to wear an issued uniform once a week and meet specified grooming standards. Revised August 3, 2017 Page 50

51 JROTC Courses JROTC/Army Leadership Education 1A JROTC/Army Leadership Education 1B JROTC/Army Leadership Education 2A JROTC/Army Leadership Education 2B JROTC/Army Leadership Education 3A JROTC/Army Leadership Education 3B JROTC/Army Leadership Education 4A JROTC/Army Leadership Education 4B Media Services (Media and Educational Technology / Instructional Technology) The Fulton County Schools Media and Educational Technology Instructors (METIs), formerly known as media specialists, promote academic excellence by empowering students and staff to be effective, discriminating users of ideas and information. METIs offer balanced and relevant collections of digital and print resources that are accessible anytime, anywhere, and on any web-enabled computer, laptop or mobile device. Additionally, media and educational technology instructors promote literacy, cultivate a life-long love of reading, facilitate professional development, and acquiring print and digital resources. METIs promote personalized and engaging learning experiences tailored to students. Fulton County Schools provides the following digital resources for schools. HIGH SCHOOLS OVERDRIVE Access to hundreds of fiction and nonfiction titles FCS username & passcode DATABASES GALE SCIENCE IN CONTEXT This database contains authoritative information on hundreds of significant science topics. It is updated continually and provides access to full-text magazines, academic journals, news articles, experiments, images, videos, audio files and links to websites. Revised August 3, 2017 Page 51

52 GALE STUDENT RESOURCES IN CONTEXT This database contains cross-curricular content aligned to standards. It is authoritative and continuously updated and contains full-text magazines, academic journals, news articles, primary source documents, images, videos, audio files and links to websites. BIOGRAPHY IN CONTEXT This database contains authoritative information on the world's most influential and prominent figures. It provides access to periodicals and multimedia content. US HISTORY IN CONTEXT Aligned to state and national curriculum standards, U.S. History In Context provides a complete overview of our nation s past that covers the most-studied events, decades, conflicts, wars, political and cultural movements, and people. Comprehensive, contextual, media-rich information is provided on topics ranging from the arrival of Vikings in North America, to the stirrings of the revolution, through to the Civil Rights movement, 9/11, and the War on Terror. WORLD HISTORY IN CONTEXT Aligned to state and national curriculum standards, World History In Context provides an overview of world history that covers the most-studied events, periods, cultures, civilizations, religions, conflicts, wars, ideologies, cultural movements, and people. TEEN HEALTH & WELLNESS This online resource provides middle and high school students with nonjudgmental, straightforward, standards-aligned, curricular and self-help support. Topics include diseases, drugs, alcohol, nutrition, mental health, suicide, bullying, green living, financial literacy, and more. OPPOSING VIEWPOINTS IN CONTEXT This database focuses on current social issues, from capital punishment to immigration, to violent video games. Opposing Viewpoints in Context is cross-curricular and supports science, social studies, current events, and language arts classes. GALE VIRTUAL REFERENCE LIBRARY Access all resources via MackinVIA [ FCS username & passcode ALL SCHOOLS (K 12) DESTINY Online School Media Center Catalog Click on your school for an online catalog of all available resources, both print & digital. *FCS username & passcode MACKINVIA Access all electronic books and digital resources from this link *FCS username & passcode Revised August 3, 2017 Page 52

53 DISCOVERY EDUCATION Extensive collection of digital media content SAFARI Montage Extensive collection of digital media content GALE DISTRICT VIRTUAL REFERENCE LIBRARY (STUDENT) *Access this resource via MackinVIA [ GALILEO Georgia Library Learning Online access to over 100 databases See METI (Media Specialist) for passcode Online Textbooks FCS provides students with access to online resources made available through the textbook company from which the textbooks and curriculum materials were purchased. The resources vary from company to company. Some include access to an online copy of the textbook and others include assessments and individualized activities for students to complete. Grades 9-12 Online Textbooks, please access via Launchpad at Students will need to enter their FCS username and passcode to access. Generally, the username is the student s ID number and the passcode is the students date of birth (MMDDYYY). Once in the system the student should click the desired resource. Online Learning Options Fulton County Schools students have access to a variety on online options during their academic careers. High school students may take part of or all their courses from Fulton and/or Georgia Virtual while still enrolled in their home school. All other external options would require a student to withdraw from Fulton County Schools. Families interested in enrolling in an online course through Fulton or Georgia Virtual should reach out to their school counselors. Fulton Virtual School (FVS) Fulton Virtual provides competency based instruction that is flexibly paced to meet a student s academic needs. While students need to complete the course content by the end of the term, the rate a student works through a topic is flexible. Fulton Virtual s instructional model is like a flipped classroom where our teachers leverage the content in our LMS to deliver direct instruction. FVS teachers reteach and reassess until the learner demonstrates mastery and they use formative assessments to determine what remediation &/or enrichment each student needs to progress. Fulton Virtual courses are teacher-led; instructors work with students, parents/guardians and other interested parties (e.g., counselors) to deliver course learning objectives and support the academic needs of each student. Revised August 3, 2017 Page 53